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102: SPECIALIZED EDUCATIONAL ATTENDANCE IN BRAZILIAN SCHOOL: PEDAGOGICAL INTERVENTION TO PROMOTE INCLUSION

Conceptual framework: This research reports the experience of students from the course of Brazilian Sign Language (Libras) from Universidade Federal de Goiás, linked to Programa Institucional de Bolsa de Iniciação à Docência (PIBID) aiming at promoting the inclusion of the deaf in public schools, through specialized educational attendance (AEE). In Brazil, the deaf are enrolled in regular schools and the language used there is Portuguese, making the process of literacy difficult, since the language of the deaf is Libras (BOTELHO, 2002). Quadros (1997) argues that school content should be worked in Libras and Portuguese, in writing, it’s taught based on the interactive and cognitive abilities already acquired by deaf children in their experiences with Libras. Objective: The objective is to reflect on the importance of AEE in the process of inclusion of the deaf, through the activities proposed in Libras. Methods: The development of the research is based on investigation-action, in which one looks for a “vigilant and questioning attitude, taking one to make decisions about what to do and how to do it in teaching situations, marked by urgency and uncertainty” (ANDRÉ, 2001, p.59). The work was done in 16 classes, in 2014, with 16 deaf in two groups between 8-13 years-old (1st group), and 16-19 years-old (2nd group). In the first group we applied activities emphasizing the development of writing in Portuguese, images, videos, dynamics, dialogue and activities in which the students needed to differentiate words, translating them from Libras to written Portuguese. In the second group we ministered activities aiming at the development of phrasal structure, i.e. indicate an action, define the pronoun, and fit them correctly inside a sentence, constructing dialogues. Results: As a result, we highlight the better writing performance of the most assiduous student from the AEE. Still, we noticed that among frequent students, the majority managed to perfectly differentiate between the errors inside the structure of a sentence, however, the rest could identify that something was not right. Conclusion: We identified that the AEE can contribute with the inclusion of the deaf, especially if there’s family support.

Author(s):

Juliana Faria    
UFG
Brazil

Neuma Chaveiro    
UFG
Brazil

Hildomar Lima    
UFG
Brazil

Sueli Regino    
UFG
Brazil

Mariângela Estelita    
UFG
Brazil