Loading...
Publication
O processo de alfabetização na multideficiência: cognitiva e auditiva
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.22 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O processo de inclusão da pessoa com Necessidades Especiais Educativas (NEE), no decorrer dos anos, desperta o interesse de pesquisadores; apesar disso, não contempla plenamente os indivíduos com multideficiência na questão da aprendizagem. Esta dissertação tem como objetivo compreender o processo da alfabetização na multideficiência, cognitiva e auditiva - através da observação, descrição da intervenção e identificação das potencialidades do aluno com Surdez com Trissomia 21. Para a realização dessa investigação, primeiramente foi feita a revisão bibliográfica e posteriormente, a pesquisa empírica. Foi utilizada a metodologia de estudo de caso. Participaram deste estudo, 8 participantes, a saber: responsáveis e educadores, residentes na cidade do Rio de Janeiro, os quais se dividiram em dois grupos: o primeiro, que cuida da jovem e o segundo, que conhece a temática mas não tem acesso à jovem participante da investigação. No que se refere à amostragem da pesquisa, esses foram oito participantes que residem na cidade do Rio de Janeiro, onde ocorreu este estudo. Tendo como ponto de partida, a estudante C. multideficiente, com a idade de 24 anos, Surdez na Trissomia 21 e o seu processo de alfabetização inserido na Educação de jovens e Adultos-PEJA I, com atendimento em Sala de Atendimento Especializado e Educacional (AEE), no contraturno em outra escola da rede. A partir da recolha dos dados, mesmo diante das variáveis deste ensino, existe a necessidade de um procedimento que ressalte as competências - com credibilidade - no potencial do indivíduo, de forma a promover conjuntos de ações que possibilitem a alfabetização, a orientação familiar para o acréscimo da introdução à Libras, a primeira língua do surdo. Esta vai beneficiar na construção de novos saberes, e proporcionar não só a comunicação e a interação com o mundo mas também favorecer a construção de uma identidade surda. A respeito do método, surge uma nova perspetiva com o contributo das evidências científicas sobre a eficácia do método fônico, que contempla o ensino-aprendizagem, que instrui o alfabetizador a confiar na eficiência do indivíduo com necessidades especiais e evidencia ser necessário um novo domínio sobre a reciclagem neural, para que este se possa adaptar a esta metodologia. Os resultados evidenciados no decorrer desta investigação permitem novos questionamentos sobre o processo para alfabetização destes alunos, de forma a obter uma experiência significativa, e a proceder ao ajuste de uma prática pedagógica que responda às necessidades da família e dos educadores.
The process of including people with Special Educational Needs (SEN), over the years, arouses the interest of researchers; despite this, it does not fully contemplate individuals with multiple disabilities in the issue of learning. This dissertation aims to understand the process of literacy in multideficiency, cognitive and auditory - through observation, description of the intervention and identification of the potential of the student with Deafness with Trisomy 21. To carry out this investigation, the bibliographic review was first carried out and later, empirical research. The case study methodology was used. Eight participants participated in this study, namely: guardians and educators, residing in the city of Rio de Janeiro, who were divided into two groups: the first, who takes care of the young woman and the second, who knows the theme but does not have access to young research participant. With regard to the survey sample, these were eight participants who reside in the city of Rio de Janeiro, where this study took place. Taking as a starting point, student C. multideficiente, aged 24 years old, Deafness in Trisomy 21 and her literacy process inserted in Youth and Adult Education-PEJA I, with assistance in the Specialized and Educational Service Room ( AEE), while working at another school in the chain. From the collection of data, even in the face of the variables of this teaching, there is a need for a procedure that highlights the competences - with credibility - in the individual's potential, in order to promote sets of actions that enable literacy, family orientation for the child. addition to the introduction to Libras, the first language of the deaf. This will benefit in the construction of new knowledge, and provide not only communication and interaction with the world, but also favor the construction of a deaf identity. Regarding the method, a new perspective emerges with the contribution of scientific evidence on the effectiveness of the phonic method, which includes teaching and learning, which instructs the literacy teacher to trust in the efficiency of the individual with special needs and shows that a new mastery over neural recycling, so that it can adapt to this methodology. The results evidenced in the course of this investigation allow new questions about the literacy process of these students, in order to obtain a significant experience, and to adjust an educational practice that responds to the needs of the family and the educators.
The process of including people with Special Educational Needs (SEN), over the years, arouses the interest of researchers; despite this, it does not fully contemplate individuals with multiple disabilities in the issue of learning. This dissertation aims to understand the process of literacy in multideficiency, cognitive and auditory - through observation, description of the intervention and identification of the potential of the student with Deafness with Trisomy 21. To carry out this investigation, the bibliographic review was first carried out and later, empirical research. The case study methodology was used. Eight participants participated in this study, namely: guardians and educators, residing in the city of Rio de Janeiro, who were divided into two groups: the first, who takes care of the young woman and the second, who knows the theme but does not have access to young research participant. With regard to the survey sample, these were eight participants who reside in the city of Rio de Janeiro, where this study took place. Taking as a starting point, student C. multideficiente, aged 24 years old, Deafness in Trisomy 21 and her literacy process inserted in Youth and Adult Education-PEJA I, with assistance in the Specialized and Educational Service Room ( AEE), while working at another school in the chain. From the collection of data, even in the face of the variables of this teaching, there is a need for a procedure that highlights the competences - with credibility - in the individual's potential, in order to promote sets of actions that enable literacy, family orientation for the child. addition to the introduction to Libras, the first language of the deaf. This will benefit in the construction of new knowledge, and provide not only communication and interaction with the world, but also favor the construction of a deaf identity. Regarding the method, a new perspective emerges with the contribution of scientific evidence on the effectiveness of the phonic method, which includes teaching and learning, which instructs the literacy teacher to trust in the efficiency of the individual with special needs and shows that a new mastery over neural recycling, so that it can adapt to this methodology. The results evidenced in the course of this investigation allow new questions about the literacy process of these students, in order to obtain a significant experience, and to adjust an educational practice that responds to the needs of the family and the educators.
Description
Keywords
Multideficiência Surdez na Trissomia 21 Aprendizagem Multideficiency Deafness in Trisomy 21 Learning