Abordagens pedagógicas para surdos na fase pré-escolar: um estudo de caso na Escola Pré-escolar Santa Terezinha

Abstract

This monographic work is entitled Pedagogical Approaches for the Deaf in the Preschool Phase: A Case Study in the Preschool Santa Terezinha de Tocantinópolis ”. It aims to know the process of literacy of the deaf student Luiz Otávio Campos Martins Reis in Turma Jardim II, in Bairro Alto Bonito, in the city of Tocantinópolis located in the region of Bico do Papagaio, state of Tocantins. Since ancient times there have been discussions among various researchers about methods and philosophies about approaches in education and the deaf. It is necessary to know that the Brazilian Sign Language (Libras) is the second official language of Brazil, from the Federal Law 10.436 / 2002, decreed by the national congress, which makes Libras official throughout the national territory. This law recognizes the pound as a legal means of communication for deaf communities in Brazil. This paper proposes to deepen reflections with the Santa Terezinha preschool and the Federal University of Tocantins, the importance of the deaf student's literacy process. The adopted methodology was initially developed through a bibliographic study in order to understand how the "approaches" and teaching practices occur in the student's educational process. For its structuring, a questionnaire was conducted in order to obtain answers from the interviewees for quantitative analysis. with classroom teacher, interpreter teacher on which served as the basis for exploratory research. Observations were also made in the classroom with the presence of the interpreter teacher, to understand how the student is monitored from the beginning to the end of the class. And in this process of student learning analysis requires both the teacher who is “transmitting” and the student who is “receiving” the signals of responsibility posture, which will reveal a mechanism for controlling the contents and the results of the student. The second observation in the classroom was performed, with the conducting teacher for this were also made 03 observations, so it was put on the agenda as the student learning, its communication with colleagues and the teacher in the classroom. As conclusions pointed out that the conducting teacher even tries to insert the student at the time of classes, however because he has no knowledge of sign language, his communication with the child is limited, there is no way for the teacher to assist the student in more complex activities. However, so that the student is not excluded in the classroom, the teacher occupies the child with activities to “colorize”, but when the student finishes the task it is dispersed in the classroom.