O que o Pibid (Programa Institucional de Bolsa de Iniciação à Docência) a ciências e a Libras (Língua Brasileira de Sinais) contribuiu no processo de aprendizagem das crianças surdas de uma classe bilíngue de Guarulhos
Data
2023-07-12
Autores
Vieira, Daiane Santos 
Orientadores
Hollosi, Marcio
Tipo
Trabalho de conclusão de curso
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Este trabalho surgiu através das experiências pelo Pibid, no qual teve a duração de aproximadamente três semestres, tendo se iniciado no segundo semestre de 2019 e com vigência até o segundo semestre de 2020. O Pibid foi formado por um grupo de estudantes do curso de pedagogia da Unifesp (Universidade Federal de São Paulo) que se reunia semanalmente pela plataforma online google meet para planejar ações pedagógicas a serem aplicadas em uma classe de polo bilíngue de alunos surdos. Partindo da imersão da autora deste relato de experiência na classe bilíngue no referido período, este relato tem como centralidade o que foi vivenciado durante o segundo semestre de 2020. Este estudo tem como objetivo trazer reflexões sobre o desenvolvimento da linguagem em crianças surdas, a partir de brincadeiras, atividades lúdicas e tendo como apoio a literatura infantil que foi utilizada em uma das intervenções do Pibid. Teve como fundamentação teórica a perspectiva histórico cultural de Vygotsky que defende o desenvolvimento linguístico e cognitivo a partir de suas relações e convivências com seus pares e sociedade. Neste estudo, é concebida a educação bilíngue como sendo uma forte precursora para que haja o desenvolvimento da linguagem da criança surda, tendo como base a Lei Municipal n. 7.795, de 20 de dezembro de 2019 e o Decreto n. 5.626, de 22 de dezembro de 2005. Ambos os documentos garantem a inclusão de sujeitos surdos por meio da organização de classes ou escolas bilíngues da rede regular de ensino. Nesta análise, consideramos as práticas educativas na perspectiva bilíngue e que se utilizem de recursos pedagógicos e que tenha a Libras como sendo a língua de mediação e a língua portuguesa escrita, tendo em vista as particularidades do sujeito surdo e que proporcione condições necessárias para esse acesso linguístico e para a construção de sua identidade e cultura.
This work came about through experiences by thePibid, which lasted approximately three semesters, starting in the second half of 2019 and running until the second half of 2020. Pibid was formed by a group of students from the pedagogy course at Unifesp (Federal University of São Paulo) which met weekly through the online platform google meet to plan pedagogical actions to be applied in a bilingual polo class for deaf students. Starting from the immersion of the author of this experience report in the bilingual class in the aforementioned period, this story has as centrality what was experienced during the second half of 2020. This study aims to bring reflections on the development of language in deaf children, from games, recreational activities and having as support the children's literature that was used in one of the interventions from Pibid. Its theoretical basis was Vygotsky's historical cultural perspective, which defends linguistic and cognitive development based on his relationships and coexistence with his peers and society. In this study, bilingual education is conceived as a strong precursor for the development of the deaf child's language, based on Municipal Law n. 7,795, of December 20, 2019 and Decree n. 5,626, of December 22, 2005. Both documents guarantee the inclusion of deaf subjects through the organization of bilingual classes or schools in the regular education network.In this analysis, we consider educational practices from a bilingual perspective and that use pedagogical resources and that have Libras as the mediation language and the written Portuguese language, in view of the particularities of the deaf subject and that provide necessary conditions for this linguistic access and for the construction of its identity and culture.
This work came about through experiences by thePibid, which lasted approximately three semesters, starting in the second half of 2019 and running until the second half of 2020. Pibid was formed by a group of students from the pedagogy course at Unifesp (Federal University of São Paulo) which met weekly through the online platform google meet to plan pedagogical actions to be applied in a bilingual polo class for deaf students. Starting from the immersion of the author of this experience report in the bilingual class in the aforementioned period, this story has as centrality what was experienced during the second half of 2020. This study aims to bring reflections on the development of language in deaf children, from games, recreational activities and having as support the children's literature that was used in one of the interventions from Pibid. Its theoretical basis was Vygotsky's historical cultural perspective, which defends linguistic and cognitive development based on his relationships and coexistence with his peers and society. In this study, bilingual education is conceived as a strong precursor for the development of the deaf child's language, based on Municipal Law n. 7,795, of December 20, 2019 and Decree n. 5,626, of December 22, 2005. Both documents guarantee the inclusion of deaf subjects through the organization of bilingual classes or schools in the regular education network.In this analysis, we consider educational practices from a bilingual perspective and that use pedagogical resources and that have Libras as the mediation language and the written Portuguese language, in view of the particularities of the deaf subject and that provide necessary conditions for this linguistic access and for the construction of its identity and culture.
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