Bebês e crianças surdas nos espaços educativos
Data
2020-07-01
Autores
Andrade, Camila 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Nas últimas décadas, o movimento da inclusão esteve ativo na defesa de que as crianças com deficiência tenham pleno acesso ao currículo escolar, preferencialmente matriculados no ensino regular. O número de matrículas de crianças surdas tem aumentado consideravelmente nos últimos anos nos Centros de Educação Infantil no município de São Paulo (CEIs), de acordo com os dados do Censo Escolar de 2017 (ano base 2016). Esta pesquisa realizada no mestrado objetivou, primeiramente, mapear quantas são e onde estão matriculados os bebês e crianças surdas na modalidade Educação Infantil, do município de São Paulo. São objetivos posteriores conhecer a visão dos professores e fonoaudiólogos sobre a inserção da Libras na vida das crianças surdas, assim como conhecer quais orientações os pais recebem desses profissionais e suas expectativas em relação aos trabalhos educativos e terapias orais realizadas por seus filhos. Como procedimento de coleta de dados foram efetuadas entrevistas semiestruturadas com profissionais da área da saúde, os fonoaudiólogos – uma vez que as crianças mapeadas pela saúde estão, em sua maioria, matriculadas em unidades educativas. Após a realização da coleta de dados com os fonoaudiólogos, foram realizadas entrevistas com familiares e professores. A análise dos dados revelou que as crianças mapeadas nesta pesquisa se encontram matriculadas em unidades educativas, sejam elas do município ou da rede particular. Quanto aos atendimentos fornecidos nas unidades educativas e em salas bilíngues para crianças surdas, os professores possuem fluência em Libras, como também demonstram ter a visão socioantropológica do sujeito surdo. Em uma sala comum as crianças surdas vivenciam experiências limitadas, uma vez que a língua que ali circula não é a que ele acessa, impedindo assim que a criança crie suas próprias significações. Já os fonoaudiólogos apresentam divergências em seus atendimentos, pois cada equipamento desenvolve um direcionamento de assistência diferenciado, visto que realizam a reabilitação oral e demonstram posições distintas em relação à compreensão do papel da Libras – ora como opção no caso de os pacientes não terem bom desenvolvimento da oralidade, ora como apoio à oralidade. Temos um equipamento que reconhece a Libras como língua de interlocução do sujeito surdo, enquanto outro não admite o uso da língua visuoespacial nos atendimentos terapêuticos. Os familiares demonstram estar satisfeitos com os atendimentos ofertados tanto pela área da saúde quanto pela área da educação, embora não recebam encaminhamentos efetivos por nenhuma das duas áreas.
In the last decades, the inclusion movement has been active in defending that children with disabilities have full access to school curriculum, preferably enrolled in regular education. The number of deaf children enrollments has increased considerably in recent years at Early Childhood Education Centers in the municipality of São Paulo (CEIs), according to data from the 2017 School Census (base year 2016). This research carried out in the master's program aimed, first, to map how many and where deaf babies and children are enrolled in Early Childhood Education, in São Paulo. Later objectives are to know the view of teachers and speech therapists on the insertion of Libras in the lives of deaf children, as well as to know what guidelines parents receive from these professionals and their expectations regarding educational work and oral therapies performed by their children. As a procedure for data collection, semi-structured interviews were carried out with health professionals, speech therapists - since the children mapped by health are mostly enrolled in educational units. After conducting data collection with speech therapists, interviews were conducted with family members and teachers. The analysis of the data revealed that the children mapped in this research are enrolled in educational units, whether they are from the municipality or from the private network. As for the care provided in educational units and in bilingual rooms for deaf children, teachers are fluent in Libras (Brazilian Sign Language), as well as demonstrating their socio-anthropological view of the deaf subject. In a common room, deaf children experience limited experiences, since the language that circulates there is not the one they access, thus preventing the child from creating their own meanings. Speech therapists, on the other hand, present divergences in their attendance, as each equipment develops a differentiated assistance direction, since they perform oral rehabilitation and demonstrate different positions in relation to understanding the role of Libras - now as an option in case patients do not have good development orality, sometimes as support for orality. We have equipment that recognizes Libras as a language for the deaf person to speak, while another does not allow the use of visuospatial language in therapeutic care. The family members are satisfied with the services offered by both the health and education areas, although they do not receive effective referrals by either area.
In the last decades, the inclusion movement has been active in defending that children with disabilities have full access to school curriculum, preferably enrolled in regular education. The number of deaf children enrollments has increased considerably in recent years at Early Childhood Education Centers in the municipality of São Paulo (CEIs), according to data from the 2017 School Census (base year 2016). This research carried out in the master's program aimed, first, to map how many and where deaf babies and children are enrolled in Early Childhood Education, in São Paulo. Later objectives are to know the view of teachers and speech therapists on the insertion of Libras in the lives of deaf children, as well as to know what guidelines parents receive from these professionals and their expectations regarding educational work and oral therapies performed by their children. As a procedure for data collection, semi-structured interviews were carried out with health professionals, speech therapists - since the children mapped by health are mostly enrolled in educational units. After conducting data collection with speech therapists, interviews were conducted with family members and teachers. The analysis of the data revealed that the children mapped in this research are enrolled in educational units, whether they are from the municipality or from the private network. As for the care provided in educational units and in bilingual rooms for deaf children, teachers are fluent in Libras (Brazilian Sign Language), as well as demonstrating their socio-anthropological view of the deaf subject. In a common room, deaf children experience limited experiences, since the language that circulates there is not the one they access, thus preventing the child from creating their own meanings. Speech therapists, on the other hand, present divergences in their attendance, as each equipment develops a differentiated assistance direction, since they perform oral rehabilitation and demonstrate different positions in relation to understanding the role of Libras - now as an option in case patients do not have good development orality, sometimes as support for orality. We have equipment that recognizes Libras as a language for the deaf person to speak, while another does not allow the use of visuospatial language in therapeutic care. The family members are satisfied with the services offered by both the health and education areas, although they do not receive effective referrals by either area.