Pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do IFRN

Despite the existing laws define guidelines regarding the specialized educational services to people with special educational needs in regular schools, respecting the diversity found in the classroom and taking into account the particularities of each, research found that implementation of inclusive...

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Autor principal: Bessa, Zoélia Camila Moura
Outros Autores: Griner, Ana Priscila
Formato: bachelorThesis
Idioma:pt_BR
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
Inclusão social
Alunos surdos
Barreiras
Ações inclusivas
IFRN
Educação
Endereço do item:https://repositorio.ufrn.br/handle/123456789/42124
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id ri-123456789-42124
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language pt_BR
topic Inclusão social
Alunos surdos
Barreiras
Ações inclusivas
IFRN
Educação
spellingShingle Inclusão social
Alunos surdos
Barreiras
Ações inclusivas
IFRN
Educação
Bessa, Zoélia Camila Moura
Pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do IFRN
description Despite the existing laws define guidelines regarding the specialized educational services to people with special educational needs in regular schools, respecting the diversity found in the classroom and taking into account the particularities of each, research found that implementation of inclusive practices in regular schools it is still a major challenge. In Campis the IFRN have people Center with Special Educational Needs (NAPNEs) which aims to develop actions in order to guarantee access and persistence of students with special educational needs in vocational education, however these inclusive actions have been developed sporadic and isolated way. In order to perform a diagnosis of the perception of deaf students in IFRN in relation to their social inclusion, an exploratory research with a qualitative approach with the deaf IFRN students was held. To carry out this study used a questionnaire composed of nine open questions he intended to analyze the student of the respondent profile, expectations about the inclusion of deaf students in IFRN, the perception of deaf student on inclusion practices, and suggestions for improvement the inclusion of deaf students at the institution where the research takes place. Respondents reported during the research that tried several times to get through to the IFRN Macau and several deaf colleagues not managed to even enter the IFRN due to difficulties in the selection of IFRN process. The results of this research allowed to observe many of the difficulties that deaf students have been facing throughout the scope of IFRN such as exclusion and discrimination by some teachers and peers, lack of methodologies adapted to the deaf community, lack of communication with students , teachers and servers in general, lack of interpreters to assist their learning and communication with the other sectors of the institute, little knowledge of the school community with respect to pounds and knowledge about inclusion. Despite all the difficulties faced by students with respect to their effective inclusion in the educational environment specific actions without continuity they have been carried out by the Campus to offer a more inclusive education. Therefore, the fact that the deaf student attending the institution (IFRN) and be assisted by Libras interpreter does not guarantee full access to the demands of teaching and learning from the perspective of social inclusion. However, further studies evaluating the perception of teachers with regard to the inclusion of deaf students in the classroom are needed to study could bring great contributions to improve the performance of NANPNEs in IFRN.
author2 Griner, Ana Priscila
author_facet Griner, Ana Priscila
Bessa, Zoélia Camila Moura
format bachelorThesis
author Bessa, Zoélia Camila Moura
author_sort Bessa, Zoélia Camila Moura
title Pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do IFRN
title_short Pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do IFRN
title_full Pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do IFRN
title_fullStr Pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do IFRN
title_full_unstemmed Pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do IFRN
title_sort pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do ifrn
publisher Universidade Federal do Rio Grande do Norte
publishDate 2016
url https://repositorio.ufrn.br/handle/123456789/42124
work_keys_str_mv AT bessazoeliacamilamoura pedagogiainclusivaapercepcaodoadiscentesurdoanocontextodoifrn
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spelling ri-123456789-421242021-10-05T14:29:09Z Pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do IFRN Bessa, Zoélia Camila Moura Griner, Ana Priscila Griner, Ana Priscila Costa, Cristiane Simões Netto Ramineli, Jorge Luiz Ferreira Inclusão social Alunos surdos Barreiras Ações inclusivas IFRN Educação Despite the existing laws define guidelines regarding the specialized educational services to people with special educational needs in regular schools, respecting the diversity found in the classroom and taking into account the particularities of each, research found that implementation of inclusive practices in regular schools it is still a major challenge. In Campis the IFRN have people Center with Special Educational Needs (NAPNEs) which aims to develop actions in order to guarantee access and persistence of students with special educational needs in vocational education, however these inclusive actions have been developed sporadic and isolated way. In order to perform a diagnosis of the perception of deaf students in IFRN in relation to their social inclusion, an exploratory research with a qualitative approach with the deaf IFRN students was held. To carry out this study used a questionnaire composed of nine open questions he intended to analyze the student of the respondent profile, expectations about the inclusion of deaf students in IFRN, the perception of deaf student on inclusion practices, and suggestions for improvement the inclusion of deaf students at the institution where the research takes place. Respondents reported during the research that tried several times to get through to the IFRN Macau and several deaf colleagues not managed to even enter the IFRN due to difficulties in the selection of IFRN process. The results of this research allowed to observe many of the difficulties that deaf students have been facing throughout the scope of IFRN such as exclusion and discrimination by some teachers and peers, lack of methodologies adapted to the deaf community, lack of communication with students , teachers and servers in general, lack of interpreters to assist their learning and communication with the other sectors of the institute, little knowledge of the school community with respect to pounds and knowledge about inclusion. Despite all the difficulties faced by students with respect to their effective inclusion in the educational environment specific actions without continuity they have been carried out by the Campus to offer a more inclusive education. Therefore, the fact that the deaf student attending the institution (IFRN) and be assisted by Libras interpreter does not guarantee full access to the demands of teaching and learning from the perspective of social inclusion. However, further studies evaluating the perception of teachers with regard to the inclusion of deaf students in the classroom are needed to study could bring great contributions to improve the performance of NANPNEs in IFRN. Apesar das legislações existentes definirem orientações com relação ao atendimento educacional especializado às pessoas com necessidades educacionais específicas na rede regular de ensino, respeitando a diversidade encontrada em sala de aula e atendendo às particularidades de cada um, pesquisas observaram que implementação de práticas inclusivas nas escolas regulares ainda é um grande desafio. Nos Campi do IFRN existe o Núcleo de Pessoas com Necessidades Educacionais Específicas (NAPNEs) que tem por finalidade desenvolver ações a fim de garantir o acesso e a permanência dos alunos com necessidades educacionais especiais no ensino profissionalizante, no entanto essas ações inclusivas têm sido desenvolvidas de maneira esporádicas e isoladas. Com o objetivo de realizar um diagnóstico da percepção do aluno surdo no IFRN em relação à sua inclusão social, foi realizada uma pesquisa exploratória com uma abordagem qualitativa com os alunos surdos do IFRN. Para a realização dessa pesquisa foi utilizado um questionário, composto por nove questões abertas a fim de analisar o perfil estudantil do entrevistado, a expectativa acerca da inclusão do aluno surdo no IFRN, a percepção do estudante surdo sobre as práticas de inclusão, e sugestões para melhorias da inclusão do aluno surdo na instituição em que ocorre a pesquisa. Os entrevistados relataram durante a pesquisa que tentaram várias vezes até conseguirem passar para o IFRN/Macau e que vários colegas surdos ainda não conseguiram ingressar no IFRN devido às dificuldades enfrentadas no processo seletivo. Os resultados dessa pesquisa possibilitaram observar várias das dificuldades que os alunos surdos vêm enfrentando em todo o âmbito do IFRN, tais como, exclusão e discriminação por parte de alguns professores e colegas, falta de metodologias adaptáveis à comunidade surda, falta de comunicação com os alunos, professores e servidores em geral, falta de intérpretes para auxiliar o seu aprendizado e na sua comunicação com os demais setores do instituto, além do pouco conhecimento da comunidade escolar com relação à libras e a própria inclusão. Apesar de todas as dificuldades enfrentadas pelos alunos com relação à sua inclusão efetiva no ambiente educativo, ações pontuais sem continuidade têm sido realizadas pelo Campus a fim de ofertar uma educação mais inclusiva. Portanto, que o fato do aluno surdo frequentar a instituição (IFRN) e ser assistido pelo intérprete de Libras não garantem o acesso pleno às demandas de ensino e aprendizagem na perspectiva da Inclusão Social. Assim, diante dos problemas apresentados anteriormente, estudos adicionais avaliando a percepção dos professores com relação à inclusão de alunos surdos na sala de aula são necessários e poderão trazer grandes contribuições para a melhoraria da atuação dos NANPNEs no IFRN. 2016-07-20T18:42:58Z 2021-10-05T14:29:09Z 2016-07-20T18:42:58Z 2021-10-05T14:29:09Z 2016-06-05 bachelorThesis 2012034972 BESSA, Zoélia Camila Moura. Pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do IFRN. 2016. 40f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia à Distância), Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016. https://repositorio.ufrn.br/handle/123456789/42124 pt_BR openAccess application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN Pedagogia EAD

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