A SURDEZ NA ALDEIA: ANÁLISE DE UMA REALIDADE À LUZ DA TEORIA HISTÓRICO-CULTURAL

Abstract

This dissertation is linked to the Grupo de Estudos e Pesquisas em Educação de Surdos (GEPES) of the Universidade Federal do Oeste do Pará (UFOPA). The general objective of this work is to analyze the teaching and learning process of deaf indigenous children in elementary school, in an indigenous school located in the municipality of Santarém-PA. And the specific objectives are: a) to verify how the current municipal legislation for indigenous education and the Pedagogical Political Project (PPP) of the indigenous school attends the educational needs of the deaf indigenous student, based on the Historical-Cultural Theory; b) to analyze the school ambience of the deaf indigenous student for their humanization process; and, c) to evaluate the pedagogical practices used by teachers of the deaf student for their inclusion and their schooling process. Therefore, I use the ideas of the Historical-Cultural Theory about the formation of man, mainly the concepts of mediation, ambience and zone of proximal development of L. S. Vygotski (1997; 2018a; 2018b). With regard to the methodological dimension, I use the proposals developed in ethnography such as dense description, participatory observation, interviews and document analysis (ANDRÉ, 2012). I use classroom observation, a field journal and semi-structured interviews conducted with the four teachers who work with the deaf indigenous student, the student's mother, the school principal and the school pedagogue. In addition, the analysis of data produced in the field work was carried out in three categories: Inclusion (CARVALHO, 2010), School Ambience (VYGOTSKI, 2018a; 2018b) and Teaching Practice (SAVIANI, 2009a; 2009b). As a result, in relation to the category of Inclusion, it was noticed that the indigenous school is not properly qualified to meet the educational needs of the deaf indigenous student. In the category of School ambience, I identified that despite the acceptance of the deaf indigenous child in the school space and a friendly and harmonious social relationship between the deaf indigenous with teachers and colleagues listeners, the communication between these subjects occurs in a rudimentary way, because it does not exist in the school ambience the presence of a sign language interpreter and a deaf instructor. In addition, sign language does not have a remarkable presence in this space and is underused. With regard to the category Teaching Practice, it was found that teachers do not use efficient pedagogical practices for working with deaf students, because during classes there is a predominance of oral speech, they do not use any resources to make the class more accessible and, in addition, they do not adopt a guiding theory, which makes schooling and inclusion of deaf indigenous students difficult. I conclude that the final result of this investigation can be used as a basis for other research in the area of education for deaf indigenous people, as well as serve as a pedagogical subsidy to guide parents and teachers of deaf people with the intuition that they realize what enhances, or not, the teaching and learning process of indigenous deaf students in different disciplines. Finally, I consider that the relevance of this study lies in the possibility of advancing the reflection on the schooling processes of the deaf person in a different context.