Navegando por Autor "Rodrigues, Suelem Maquiné"

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Olá professor, seu aluno surdo chegou! Caderno de orientações didático-pedagógicas para acolhimento de alunos surdos
(2020-02-19) Rodrigues, Suelem Maquiné; Pacheco, Maria Lúcia Tinoco; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Paes, Lucilene da Silva; Nascimento, Cássia Maria Bezerra do
Professores de língua portuguesa e alunos surdos do ensino médio integrado do IFAM/CMC: considerações acerca do processo inclusivo
(2020-02-19) Rodrigues, Suelem Maquiné; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Pacheco, Maria Lúcia Tinoco; http://lattes.cnpq.br/8566103887875970; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Nascimento, Cássia Maria Bezerra do; http://lattes.cnpq.br/0645346199787535
This paper intends to deal with the experience of IFAM / CMC in the process of including deaf students from Integrated High School at the Institute of Science and Technology of Amazonas (IFAM) - Manaus, in the perspective of the classes of Portuguese language teachers who work in this modality. It is known that in a predominantly oral society, deaf people face constant communication difficulties, which affects everything that results from it. In the school environment, the picture is no different. The construction of your linguistic universe is done through the visual-spatial field of your first language (L1), Libras (Brazilian Sign Language). Since the Portuguese language, being oral-auditory, is acquired late in written form, being represented as its second language (L2). Therefore, this student has a different linguistic situation. The entry of these students into the school universe as much as it allows us to understand that he is a subject immersed in a bilingual reality from an early age, also implies that the teacher who receives him in the classroom understands his unique condition and seeks work strategies to supply or mitigate the difficulties that arise in the classroom during the teaching-learning process. In this sense, we realize that teaching, as well as their training, are confronted with the reality found, making it necessary to rethink this training and reconstruct it by facing the challenges encountered in daily life. Given this scenario, our work problematizes the experience of this Portuguese language teacher, who is sometimes challenged to understand the reality of the deaf student, for whom the Portuguese language is a non-native language (LNM). Tracing a historical panorama of the inclusion process of people with disabilities in IFAM / CMC, and dealing with the training of these professionals to serve a differentiated clientele, this research seeks to reflect on what pedagogical practices are being developed by these teachers related to deaf students, mediated by a sign language interpreter, as well as the teaching relationship of these teachers with their deaf students, with an emphasis on linguistic aspects. As a result of the research process, we will seek to make considerations about how the inclusive process of this public has been taking place at IFAM based on the observation of Portuguese language classes, pointing out the challenges for training. The research will have a qualitative focus, using an ethnographic approach in the educational field. We used as questionnaires a questionnaire in the face-to-face interview model with a semi-structured script and the research field diary. The dissertation accompanies, as a result of the investigation, an educational product in the form of a guideline in order to subsidize both the teaching work with this audience, which can be employed by any and every teacher, regardless of the discipline, and the school community in which the deaf student finds himself.