Banca de DEFESA: FABIANE MOTA RABELO

PERCEPTIONS OF SPECIAL EDUCATION TEACHERS ABOUT THEIR PRACTICES WITH DEAF-BLIND STUDENTS IN THE MIDDLE OF THE AMAZON

Special Education. Deafblindness. Interaction. Pedagogical Practices.

This research has the general objective of analyzing the contribution of Special Education to the education of students with deafblindness, made by Special Education teachers, from the state education network, in the municipality of Santarém-PA. From this objective, answer the following research question: in what way has Special Education contributed to the education process of deafblind students in Santarém, based on the reports of teachers? Also bringing as specific objectives: to characterize the forms of interaction pointed out by Special Education teachers during the process of education of deafblind people in Santarém; and to analyze from the speeches of Special Education teachers the practices developed with deafblind students. In order to carry out these objectives, this research is inspired by the Historical-Cultural Theory, by Vygotsky (1987; 1994; 1995; 1996; 1999; 2000) Luria (1996; 1998; 2007), Leontiev (1978; 1998), Baroque ( 2007; 2009), Martins (2009, 2011), Mello (2007; 2010; 2015) and Sierra (2010). Regarding the methodological procedures, the study in question can be characterized, first, as qualitative (MINAYO, 2002). An overview is made of the main existing researches and the analysis of bibliographic works on the subject, through a search carried out in the database of the Brazilian Digital Library of Theses and Dissertations - BDTD. Interviews with a semi-structured script applied with 10 teachers involved in the educational process of students with deafblindness were used. Analysis was carried out from the perspective of content analysis (BARDIN, 2011), with two categorizations: interaction and pedagogical practices. In the interaction category, the data described revealed that the teachers participating in the research seek to develop their interaction with the deafblind student through communication, using communication systems for the development of the student's language. communication facilitates the learning of students with deafblindness. In the pedagogical practices category, the reports of the teachers participating in the research show that they seek to respect the specificities presented by their students, considering, mainly auditory or visual remnants, acquisition or not of a language, and the various interactive forms for the development of communication. The analyzes indicate that these practices were developed, mostly without in-depth knowledge regarding the disability presented by their students, thus characterizing the lack of continuing education, which ends up promoting the risk of the execution of inefficient practices by educators, which can trigger impairments in the development of the individual with deafblindness.