Estudos sobre a relação entre o intérprete de LIBRAS e o professor: implicações para o ensino de ciências
Carregando...
Data
2015-12
Título da Revista
ISSN da Revista
Título de Volume
Editor
Resumo
With the advent of school inclusion, education of deaf has to occur in the context of regular education, and requires a new agent in the classroom: the LIBRAS interpreter. In turn, scientific knowledge is essential for literacy aiming at educating critical citizens aware of their role in society, and should be a learning target for students with disabilities. Understanding the way such knowledge has been introduced to these students is of paramount importance. This study aimed at analyzing the relationship between the LIBRAS interpreter and the science teacher in an inclusive classroom in order to understand its implications for science teaching. From the use of elements of a participatory research, teachers and interpreters were invited to tell their stories about the science classroom in collective diaries. The narratives were examined according to the content analysis technique, and by means of thematic analysis, we created categories through cutout, enumeration, classification and aggregation. The results indicated the following categories: LIBRAS interpreters play the roles of other school professionals, recognize the teachers as member of the scientific culture, recognize the lack of teachers’ preparation to deal with deaf students, and recognize the deaf students’ ways of learning. On the other hand, science teachers recognize their role in deaf students’ teaching, recognize they have the knowledge concerning the subject they teach, feel unprepared to teach deaf students, and recognize the role of the LIBRAS interpreter in the deaf students’ learning process. Therefore, there is a contradictory relationship between science teacher and LIBRAS interpreter in which the teacher is the mediator and the LIBRAS interpreter is the inter-mediator in the teaching-learning process. This study may be viewed as a denunciation, rather than a criticism about how the inclusion of deaf students has happening in schools.
Descrição
Palavras-chave
Ensino de ciências, Inclusão escolar, Surdos, Intérprete de LIBRAS, Science teaching, School inclusion, Deaf, LIBRAS interpreter
Citação
OLIVEIRA, Walquíria Dutra de; BENITE, Anna M. Canavarro. Estudos sobre a relação entre o intérprete de LIBRAS e o professor: implicações para o ensino de ciências. Revista Brasileira de Pesquisa em Educação Em Ciências, Belo Horizonte, v. 15, n. 3, p. 597-626, set./dez. 2015.