Banca de DEFESA: VANILZA DA SILVA SAMPAIO

DEAF-HEARING INTERACTION: PERSPECTIVES ON INCLUSION IN THE CLASSROOM

Interaction; Communication; Deaf; Hearing; School

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This research was developed within the scope of the Postgraduate Program in Inclusive Education - PROFEI of the Federal University of Amapá - AP and is part of the Research Line in Special Education from the perspective of inclusive education. The inclusion of deaf people in society depends greatly on how they establish their relationships with the oral world, since communication and interaction are determining factors in the inclusion process, especially when the form of communication is not the same. Pursuing this line, the research aims to understand how the interaction between deaf and hearing students occurs in the educational environment. The research is justified by the need to understand whether interaction occurs and whether there is effective communication for learning and socialization between deaf and hearing students through Brazilian Sign Language (LIBRAS). The research was based on the theoretical precepts of Campos (2021), Gesser (2009), Goldfeld (2002), Perlin and Strobel (2014), Rodrigues Campos (2016) and Vygotsky (1998, 2011). A theoretical contribution is presented that reiterates the concepts of interaction, communication, culture and education of the deaf. Just as Vygotsky (1998a) shows that the student's cognitive development occurs through social interaction, that is, their interaction with other individuals and with the environment, it is necessary to analyze the importance of Sign Language for the deaf as a form of social transformation for all involved. However, it is necessary to ensure the effectiveness of the actions in bringing about the desired changes. In this sense, supported by the analyses and techniques of qualitative research, with a focus on action research, the procedures we will use will be observations, semi-structured interviews, and document collection. Since the educational product is a learning object, a pedagogical workshop entitled “LIBRAS in the middle of the world” is proposed as a form of initial communication between deaf and hearing students in the classroom, with the aim of promoting the participation and commitment of the people involved in this process of change. For data collection, the pedagogical workshop will be applied, focused on the practice in LIBRAS, already verifying the commitment and dedication of the students involved in this process. Thus, it is intended that this intervention will be a rethinking of the interaction relationships, which implies the formation and communication between the subjects, understanding the importance of LIBRAS in the deaf-hearing interaction and its prominence as an instrument at the service of the inclusion of deaf students and the consolidation of their rights in the school space and in society in general.