Concepções de professores de inglês e intérpretes diante das políticas educacionais inclusivas e a prática do ensino de inglês para alunos surdos
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Data
2011-05-13
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Universidade Federal de Goiás
Resumo
This study investigates the concepts of English teachers and interpreters regarding the laws
and public policies of inclusion in relation to teaching and learning a foreign language - LE -
(English) for deaf students in a mainstream education. Given this context we seek to
understand the views of these professionals about: (i) the inclusion of deaf students in a
mainstream education and the limitations and implications of public policy in this
environment, (ii) the occurrence or not of the teaching of English to deaf students exposing
the difficulties and suggestions of the teachers during the classes, (iii) how the interaction
happens during an English class where we have the presence of English teacher, interpreter,
deaf and hearing students. For such purposes, we used the exploratory qualitative method
which can be construed as a case study due (two English teachers and two interpreters who
work in public education in Goiânia). This research also has as a base the sociocultural theory
of Vygotsky (1998), which invests in social interaction as a condition for the development of
individuals. We gathered data through observations, interviews, questionnaires and document
analysis. The data suggest that all participants are in favor of the inclusion of deaf students in
regular classrooms, but showed dissatisfaction with how this inclusion occurs in practice.
There is an interest for change and improvement. The data also show some difficulties and
limitations in this context, such as the lack of preparation, lack of support from schools and
governing bodies, lack of guidance in the PCN-LE, lack of teaching materials and poor
conditions of the classroom. Another fact observed was the unanimity among the teachers
about the importance of teaching a foreign language for deaf students, since they believe that
deafness is not a negative factor in learning a foreign language, but it is a complement to the
learning of Libras and Portuguese. We also observed that both teachers, interpreters and
hearing students can also take on the role of the more competent peer to provide cues,
demonstrations and instructions for deaf students who can thus benefit from the cognitive
skills of other children or adults.
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MEDEIROS, Tânitha Gléria de. Conceptions of English teachers and interpreters on inclusive educational policies and practice of teaching English to deaf students. 2011. 146 f. Dissertação (Mestrado em Lingüística, Letras e Artes) - Universidade Federal de Goiás, Goiânia, 2011.