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Advisor(s)
Abstract(s)
A deficiência auditiva pode ocorrer por vários fatores, dentre eles: congênitos,
infeccioso, medicamentoso e por envelhecimento.
De acordo com o Censo realizado em 2010, no Brasil existe aproximadamente 9,7
milhões de brasileiros possuem alguma deficiência auditiva.
Na antiguidade, os surdos já foram considerados seres intratáveis, incapazes de
pensar, e por sua condição, seus direitos civis eram negados, e muitas sequer
tinham direito a vida, o sacrifício era prática comum.
Com o passar do tempo descobriu-se que o surdo poderia se comunicar através
de gestos, contudo, sua alfabetização se dava através da oralidade. No Brasil, por
volta de 1857, D. Pedro II, funda o Instituto Nacional de Educação de Surdos –
INES, com intuito de instruir o surdo, num ambiente voltado as suas limitações,
assim, desenvolveu a LIBRAS.
Neste processo evolutivo, os direitos do surdo à educação começaram serem
garantidos, normatizados, inicialmente com Constituição Brasileira e a Lei de
diretrizes e Bases assegurando a pessoa surda o acesso igualitário a educação, e
no ano de 2002, a LIBRAS passou a ser reconhecida oficialmente como uma língua.
O acesso do surdo a educação na capital do Brasil, tem início nas séries iniciais, e
se prolonga até o ensino médio onde é ofertado o ensino bilíngue LIBRAS/língua
portuguesa, em escolas especiais, contudo, só somente cerca de 40% dos alunos,
tem acesso a essa educação, o que dificulta o ingresso e a permanência dos
demais alunos no ensino superior, justamente por não terem tido essa vivência
na educação bilíngue.
A presença de professores com conhecimento em LIBRAS, de intérpretes em sala
de aula e a formação bilíngue do aluno, formam a base para a ascensão e o êxito
do aluno surdo no ensino superior.
A obrigatoriedade do ensino de LIBRAS nos cursos de formação de professores é
um grande avanço para promover a educação inclusiva, no entanto, surgem
alguns questionamentos: será que a formação oferecida a esses professores é
suficiente para capacitá-los a atuar em turmas inclusivas? A presença de um
professor versado em LIBRAS é o bastante para auxiliar no aprendizado do aluno,
ou é necessário a presença de um intérprete?
Hearing loss can occur due to several factors, among them: congenital, infectious, drug and aging. According to the Census conducted in 2010, in Brazil there are approximately 9.7 million Brazilians with some hearing impairment. In ancient times, the deaf were already considered intractable beings, unable to think, and by their condition, their civil rights were denied, and many had no right to life, sacrifice was common practice. Over time it was discovered that the deaf could communicate through gestures, however, their literacy was given through orality. In Brazil, around 1857, D. Pedro II, founded the National Institute of Deaf Education - INES, in order to instruct the deaf, in an environment focused on their limitations, thus developed the LIBRAS. In this evolutionary process, the rights of the deaf to education began to be guaranteed, normalized, initially with the Brazilian Constitution and the Law of guidelines and Bases assuring the deaf person equal access to education, and in the year 2002, the LIBRAS started to be recognized officially as a language. The access of the deaf to education in the capital of Brazil, begins in the initial series, and extends until the high school where is offered the bilingual education LIBRAS / Portuguese language, in special schools, however, only about 40% of students, has access to this education, which hinders the entry and permanence of other students in higher education, precisely because they have not had this experience in bilingual education. The presence of teachers with knowledge in LIBRAS, interpreters in the classroom and the bilingual training of the student, form the basis for the rise and success of deaf students in higher education. The compulsory teaching of LIBRAS in teacher training courses is a major advance to promote inclusive education, however, some questions arise: is the training offered to these teachers sufficient to enable them to work in inclusive classes? Is the presence of a teacher versed in LIBRAS enough to assist in student learning, or is the presence of an interpreter necessary?
Hearing loss can occur due to several factors, among them: congenital, infectious, drug and aging. According to the Census conducted in 2010, in Brazil there are approximately 9.7 million Brazilians with some hearing impairment. In ancient times, the deaf were already considered intractable beings, unable to think, and by their condition, their civil rights were denied, and many had no right to life, sacrifice was common practice. Over time it was discovered that the deaf could communicate through gestures, however, their literacy was given through orality. In Brazil, around 1857, D. Pedro II, founded the National Institute of Deaf Education - INES, in order to instruct the deaf, in an environment focused on their limitations, thus developed the LIBRAS. In this evolutionary process, the rights of the deaf to education began to be guaranteed, normalized, initially with the Brazilian Constitution and the Law of guidelines and Bases assuring the deaf person equal access to education, and in the year 2002, the LIBRAS started to be recognized officially as a language. The access of the deaf to education in the capital of Brazil, begins in the initial series, and extends until the high school where is offered the bilingual education LIBRAS / Portuguese language, in special schools, however, only about 40% of students, has access to this education, which hinders the entry and permanence of other students in higher education, precisely because they have not had this experience in bilingual education. The presence of teachers with knowledge in LIBRAS, interpreters in the classroom and the bilingual training of the student, form the basis for the rise and success of deaf students in higher education. The compulsory teaching of LIBRAS in teacher training courses is a major advance to promote inclusive education, however, some questions arise: is the training offered to these teachers sufficient to enable them to work in inclusive classes? Is the presence of a teacher versed in LIBRAS enough to assist in student learning, or is the presence of an interpreter necessary?