Ensino de libras: metodologia da problematização e a formação de professores na busca de um ensino integrado
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Data
2020-01
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Orientador
Forneck, Kári Lúcia
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Resumo
A formação de professores é uma preocupação latente nos cursos de graduação, que almejam que esses profissionais sejam qualificados para atuar em âmbito educacional, conforme a legislação vigente. Nessa perspectiva, esta dissertação teve como objetivo geral investigar as implicações da Metodologia da problematização na formação de professores que irão atuar com alunos Surdos, especialmente no curso de Letras do campus Goiânia. Foram utilizados referenciais teóricos que abordam a Metodologia da Problematização, como Berbel (2012), Araújo e Sastre (2016), entre outros, e sobre a surdez, como Lacerda (2006), Strobel (2008) e outros relevantes para a temática. A metodologia utilizada para a realização deste estudo foi um estudo de caso de cunho qualitativo e de caráter exploratório, visando analisar fenômenos resultantes da problemática em questão. Os instrumentos utilizados foram gravações das aulas, além de análise do questionário semiestruturado. Os dados produzidos foram verificados por meio de uma aproximação com a técnica de Análise de Conteúdo, proposta por Bardin (2011). Ao final do trabalho observou-se que muitas foram as contribuições advindas da Metodologia da Problematização para o ensino de Libras, legitimando, dessa forma, o uso de tal metodologia para contribuir com o ensino integrado, bem como reafirmando a importância para a formação de professores que irão atuar com Surdos.
Teacher training is a latent concern in undergraduate courses, which aim for these professionals to be qualified to work in the educational field, in accordance with current legislation. In this perspective, this dissertation had the general objective of investigating the implications of the Methodology of problematization in the training of teachers who will work with deaf students, especially in the Letters course at the Goiânia campus. Theoretical references that address the Problem-solving Methodology were used, such as Berbel (2012), Araújo and Sastre (2016), among others, and on deafness, such as Lacerda (2006), Strobel (2008) and others relevant to the theme. The methodology used to carry out this study was qualitative and exploratory, aiming to analyze phenomena resulting from the problem in question. The instruments used were recordings of the classes, in addition to analysis of the semi-structured questionnaire. The collected data were verified through an approximation with the Content Analysis technique, proposed by Bardin (2011). At the end of the work, it was observed that many contributions came from the Problem- solving Methodology for the teaching of Libras, legitimizing, in this way, the use of such methodology to contribute to integrated education, as well as reaffirming the importance for teacher training who will work with the deaf.
Teacher training is a latent concern in undergraduate courses, which aim for these professionals to be qualified to work in the educational field, in accordance with current legislation. In this perspective, this dissertation had the general objective of investigating the implications of the Methodology of problematization in the training of teachers who will work with deaf students, especially in the Letters course at the Goiânia campus. Theoretical references that address the Problem-solving Methodology were used, such as Berbel (2012), Araújo and Sastre (2016), among others, and on deafness, such as Lacerda (2006), Strobel (2008) and others relevant to the theme. The methodology used to carry out this study was qualitative and exploratory, aiming to analyze phenomena resulting from the problem in question. The instruments used were recordings of the classes, in addition to analysis of the semi-structured questionnaire. The collected data were verified through an approximation with the Content Analysis technique, proposed by Bardin (2011). At the end of the work, it was observed that many contributions came from the Problem- solving Methodology for the teaching of Libras, legitimizing, in this way, the use of such methodology to contribute to integrated education, as well as reaffirming the importance for teacher training who will work with the deaf.
Descrição
Palavras-chave
Ensino de libras; Metodologias ativas; Formação de professores; Teaching libras; Active methodologies; Teacher training
Citação
SANTOS, Camila Alves Dos. Ensino de libras: metodologia da problematização e a formação de professores na busca de um ensino integrado. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 22 mar. 2021. Disponível em: http://hdl.handle.net/10737/3328.