A interação social dentro de uma escola com perspectivas inclusivas: análise do ensino de Ciências para alunos surdos
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Data
2016-09-02
Autores
Hencklein, Fabiana Aparecida
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho teve por objetivo investigar as conjunturas que possibilitam e dificultam o estabelecimento da interação social entre atores (alunos e profissionais da educação) e setores (administrativo e pedagógico) em uma escola pública de anos finais do ensino fundamental que visa o acesso aos conteúdos científicos para alunos surdos e ouvintes, tendo, portanto, perspectivas inclusivas. Além disso, mais do que buscar novas estratégias de aprendizagem, a área de ensino de Ciências necessita compreender também conceitos de deficiência, cultura Surda, inclusão escolar e educação especial. Assim, a pesquisa pautou-se na teoria histórico-cultural vigotskiana, a qual considera que o pensamento e a linguagem se formam por conexões condicionadas socialmente e que para uma aprendizagem efetiva é fundamental uma colaboração organizada entre professor e aluno e, para uma análise dos discursos o trabalho orientou-se pela teoria da enunciação e dos gêneros discursivos de Bakhtin e o círculo, buscando compreender como se dá a relação de sentido entre os enunciados das esferas de ação estudadas na escola, os gêneros de discurso, pois tudo que se diz, é dito a outrem e, portanto, os discursos estão repletos de conceitos relacionados as conjunturas vividas na instituição. A investigação é qualitativa, pois procurou averiguar no processo as características das realidades sociais presentes na escola, onde se fez entrevistas semiestruturadas com nove profissionais da educação, pertencentes a quatro esferas de ação, sendo eles: duas professoras da sala regular (Ciências), três professoras da equipe de gestão (diretora, vice-diretora, coordenadora pedagógica do ensino fundamental), dois professores da sala de recursos e duas intérpretes de Libras-Língua Portuguesa. Realizou-se um enquadramento contextual de cada resposta as perguntas realizadas para todos os entrevistados no qual considerou-se sua unidade temática, sua propriedade funcional e seu plano composicional, avaliando-se depois as possibilidades e dificuldades apresentadas por cada grupo de entrevistados, além das semelhanças e divergências em seus discursos. Um fato apresentado por todas as esferas sociais estudadas foi a falta de conhecimento da Libras pela maioria dos profissionais da educação presentes na escola, embora todos considerem importante entende-la pela presença do aluno Surdo na instituição, assim, quase toda interação social com esse aluno fica atrelada a presença ou do intérprete ou de um professor da sala de recursos. No entanto oportunidades de aprendizagem da Libras são oferecidas de diferentes maneiras, como: o Coral de Libras, curso oferecido por aluno Surdo a alunos e professores, além da convivência com o intérprete. Assim considera-se que o fato de se incentivar a aprendizagem de Libras tem estimulado a interação social entre os sujeitos e, isso pode auxiliar a aprendizagem dos alunos Surdos, mesmo que nem todos sejam usuários da língua de sinais, portanto, os conflitos constantes na escola talvez possam se transformar na característica que possibilita a comunicação.
This study aimed to investigate the situations that enable and hinder the establishment of social interaction between actors (students and education professionals) and sectors (administrative and teaching) in a public school in the final years of elementary school aimed to access scientific content for deaf and listeners students, and, therefore, has inclusive perspectives. In addition, more than seeking new learning strategies the science teaching area also need to understand concepts of disability, deaf culture, school inclusion and special education. Thus, the Vygotsky’s culturalhistorical theory marked the research, which considers that thought and language are formed by socially conditioned connections and organized cooperation between teacher and student is fundamental for effective learning and for an analysis of speeches the work was guided by the theory of enunciation and speech genres of Bakhtin and the circle, trying to understand how is the sense of relationship between the statements of the action’s spheres studied in school, the speech genres, because everything that is said, is said to others and therefore, the speeches are full of concepts related to the situations experienced in the institution. The research is qualitative, because it sought to examine the characteristics in the process of the social realities present in the school, where semi-structured interviews were made with nine professional education, belonging to four spheres of action, that were: two teachers of the regular room (Science), three management team of teachers (director, vice director, educational coordinator of elementary school), two teachers from the resource room and two interpreters of Libras-Portuguese. We conducted a contextual framework of each answer of the questions asked to all respondents in which it was considered a thematic unit, functional property and its compositional plan, and after we evaluated the possibilities and difficulties presented by each group of respondents, and the similarities and differences in their speeches. All the social spheres studied said that was lack of knowledge of Libras by most of the professional education presentes at school, although they consider important to understand it, because of the Deaf students presents in the institution, so almost every social interaction with these students is linked to the presence or the interpreter or a teacher from the resource room. However opportunities for learning Libras were offered in different ways, such as: the Coral, the course offered by a deaf student for students and teachers, as well as the living with the interpreter. Thus it is considered that the fact of encouraging the Libras’s learning has stimulated the social interaction between the subjects and it can aid learning of the deaf students, even if not all were users of sign language, so the constant conflicts at school maybe can turn the feature that allows communication
This study aimed to investigate the situations that enable and hinder the establishment of social interaction between actors (students and education professionals) and sectors (administrative and teaching) in a public school in the final years of elementary school aimed to access scientific content for deaf and listeners students, and, therefore, has inclusive perspectives. In addition, more than seeking new learning strategies the science teaching area also need to understand concepts of disability, deaf culture, school inclusion and special education. Thus, the Vygotsky’s culturalhistorical theory marked the research, which considers that thought and language are formed by socially conditioned connections and organized cooperation between teacher and student is fundamental for effective learning and for an analysis of speeches the work was guided by the theory of enunciation and speech genres of Bakhtin and the circle, trying to understand how is the sense of relationship between the statements of the action’s spheres studied in school, the speech genres, because everything that is said, is said to others and therefore, the speeches are full of concepts related to the situations experienced in the institution. The research is qualitative, because it sought to examine the characteristics in the process of the social realities present in the school, where semi-structured interviews were made with nine professional education, belonging to four spheres of action, that were: two teachers of the regular room (Science), three management team of teachers (director, vice director, educational coordinator of elementary school), two teachers from the resource room and two interpreters of Libras-Portuguese. We conducted a contextual framework of each answer of the questions asked to all respondents in which it was considered a thematic unit, functional property and its compositional plan, and after we evaluated the possibilities and difficulties presented by each group of respondents, and the similarities and differences in their speeches. All the social spheres studied said that was lack of knowledge of Libras by most of the professional education presentes at school, although they consider important to understand it, because of the Deaf students presents in the institution, so almost every social interaction with these students is linked to the presence or the interpreter or a teacher from the resource room. However opportunities for learning Libras were offered in different ways, such as: the Coral, the course offered by a deaf student for students and teachers, as well as the living with the interpreter. Thus it is considered that the fact of encouraging the Libras’s learning has stimulated the social interaction between the subjects and it can aid learning of the deaf students, even if not all were users of sign language, so the constant conflicts at school maybe can turn the feature that allows communication
Descrição
Palavras-chave
Teoria histórico-cultural, Gêneros discursivos, Inclusão escolar, Surdez, Historical-cultural theory, Discursive genres, School inclusion, Deafness