Aquisição na língua de sinais na educação de crianças surdas: um estudo de caso em uma turma de 6º ano do ensino fundamental
This article aims to analyze the late acquisition of sign language and its main influences on the development and school socialization of the deaf person. A case study was carried out with a class of the 6th year of elementary school in which a deaf student is inserted. The research went through the...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/50828 |
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| Resumo: | This article aims to analyze the late acquisition of sign language and its main influences on the development and school socialization of the deaf person. A case study was carried out with a class of the 6th year of elementary school in which a deaf student is inserted. The research went through the stages of field recognition, observations of school routines, open interviews, and document analysis. The results pointed out failures in the process of inclusion of the student who, despite being inserted in a regular classroom, her basic constitutional rights are not being respected. Despite the fact that the age factor at which sign language is acquired interferes a lot in the student's educational development, there are other factors to consider, such as: contact with other deaf people who are fluent, support and motivation on the part of the family in the use of both languages (Libras and Portuguese Language), the presence of sign language during the school trajectory, as well as teaching methodologies that help them to discover their own meaning-building strategies and also to detect the differences in the modality of the languages produced, as well as the particularities and similarities between each language involved. It is concluded that the late acquisition of the language is a determining factor for the school development of the deaf student, but this factor is aggravated by the lack of interest and sensitivity of the school community towards the specificities of the student. It is up to teachers and other education professionals to create conditions for this space to promote transformations and advances, in order to give continuity to one of the school's objectives: to be a space that promotes the social inclusion of any individual. |
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