AS INTERAÇÕES DA CRIANÇA SURDA NO ESPAÇO DA EDUCAÇÃO INFANTIL
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2020-03-06Autor
SANTOS, Patrícia Siqueira dos
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This research has a main objective to understand, in the space of early childhood education, how the interactions between the deaf child and the social environment in which they are inserted and in which they participate happen, in a Unidade Municipal de Educação Infantil (UMEI) [Municipal Unit of Early Childhood Education], located in the urban area of the city of Santarém/Pará. It is based on the assumptions of the Historical-Cultural Theory (HCT), which comprises human development based on social and cultural relationsTo discuss HCT, the history of deaf education and early childhood education, the authors are, respectively: Vigotski (1997, 2000, 2003, 2008, 2010), Martins (2006), Duarte (2013) and Costa et al ( 2017); Soares (1999) and Bueno (2011) and; Pasqualini (2010), Civilletti (1991), Kulhumann Junior (2015), as well as documents and legislation on the themes. Methodologically, as data production instruments, observations and interviews recorded in 2018 and 2019, carried out with teachers who worked directly with deaf children, stand out. People involved were 4 teachers (3 listener and 1 deaf) and a deaf child. Data analysis occurred through three categories: interaction between deaf children and their teachers; interaction of the deaf child in the developed activities; interaction of the deaf child with other children and the teacher as the organizer of this space. These analyzes focused on the careful look of understanding the teacher's pedagogical practice for/with the deaf child regarding the interactions that were established. As a result, in the first category, the data described revealed that, even the teachers knowing the form of communication of the deaf child, the lack of sensitivity with that child was recurrent and this reflected in their pedagogical practices of not promoting access to knowledge in a way understandable. In the second category, it came to the understanding that the problem was not in the deaf child, in developing the activities or taking an interest in them, but focused on how the teachers sought to involve this child, so that they could interact and participate in It. In the third category, the teacher, as an organizing element of the educational environment, was not present at moments that could be used, such as during games and when he appeared, it was to reprimand the children for their behavior considered wrong. Thus, it is concluded that the research indicated that the interactions of deaf children, in early childhood education, as an important stage in the child's development, did not happen in a way that would lead this child to explore, know, and constitute their subjectivity. Thus, the path taken by this study encourages further research to be carried out, so that the education of deaf children is in fact, from early childhood education, a process that prioritizes their development instead of their disability.
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