O papel do intérprete de libras no processo de ensino/aprendizagem do aluno surdo: algumas reflexões
In addressing the interpreter in the educational context was necessary to score the deaf subject throughout history, traveling from the discovery of deafness, the acceptance by parents, the acquisition of the mother tongue, in this case, sign language, the fights for educational and social rights, a...
| Autor principal: | Perin, Fernanda Destro |
|---|---|
| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/21035 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
In addressing the interpreter in the educational context was necessary to score the deaf subject throughout history, traveling from the discovery of deafness, the acceptance by parents, the acquisition of the mother tongue, in this case, sign language, the fights for educational and social rights, among numerous other battles experienced by the deaf, family, and other professionals involved in the integration and inclusion of the subject of rights and duties process, as well as all other citizens. When we talk about inclusive education in relation to deaf students, one can not fail to mention the interpreter of pounds in the process, because without this professional communication between classroom teacher, deaf students and other students are not effective. In this context, this research sought to reflect on the role of interpreter Pounds in the teaching and learning process included a deaf student. For realization the same, we used the literature search and exploratory. To perform the exploratory research a questionnaire was administered to four (4) professional interpreters who work in a state school in the municipality of Medianeira, Paraná. The questionnaire had descriptive and objective questions about the training, fluency in Pounds, the role of interpreter of sign language, among others. By analyzing the data, it was realized that opinions differ among respondents interpreters, but all agree that this business is not solely responsible for the learning that included a deaf student and the interpreter is part of the inclusive process, however, this is not the only one responsible for learning the deaf student because the assimilation of content requires: knowledge of the language (by the deaf and interpreter), differentiated methodology that meets the visual experiences of the deaf, as well as different evaluative criteria, respecting their writing. |
|---|