Banca de DEFESA: BARTIRA FERNANDES TEIXEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : BARTIRA FERNANDES TEIXEIRA
DATA : 28/03/2019
HORA: 08:00
LOCAL: Instituto de Física da Universidade Federal da Bahia
TÍTULO:

DEAF AND LISTEN TOGETHER IN SCHOOL SPACE: THE NUMBER CONSTRUCTION PROCESS

PALAVRAS-CHAVES:

Inclusion. Deafness. Number. Anthropological Theory of Didactics. Sensitive ostensible.

PÁGINAS: 100
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

This research, approved by the Ethics Committee of the Federal Institute of Education, Science and Technology of Bahia (IFBA), aimed to investigate theavailable and taught praxeologies for the teaching of numbers to hearing children and deaf children from hearing parents, in order to create situations that will enable the construction of numbers by these children in an inclusive Mathematics classroom. The study was carried out through class observations in two schools located in Salvador: a deaf school, linked to the State of Bahia government, and a Municipality inclusive school. Seven deaf children studied at the specific school with classes taught in sign language, and a deaf child attended the inclusive school whose classes took place in Portuguese language, all from the first year of elementary school, forming a group of eight students. In order to reach this final goal, we used the lens of the Anthropological Theory of the Didactic (ATD), adopted the socio-anthropological perspective of deafness, highlighting the linguistic difference of the deaf and the absence of interpreters in the first year from elementary school, we cover the epistemological and historical aspects of the construction of the number and model the human activities observed in terms of praxeologies. Using the ostensive / non-ostensible dialectic, we analyze the evolution of the ostensive objects used in the deaf school, the praxeologies of the teachers and the students, tracing as hypothesis of research the fact that the praxeological content used for the presentation of the numbers does not have sensitive ostensives that allows the construction of the number by the deaf students from the inclusive school. Taking the didactic references of this dialectic, we use the term "sensitive ostensible" referring to those who favor and contribute to the mathematical activity in question, this being our theoretical contribution. The results show that, in an inclusive classroom, some objects have a higher degree of sensitivity and others, a lower degree. Degree of sensitivity that needs to be considered in teachers' practice.

MEMBROS DA BANCA:
Externo à Instituição - ANDERON MELHOR MIRANDA - UFRB
Interno - 2226324 - ANDREIA MARIA PEREIRA DE OLIVEIRA
Externo à Instituição - CLELIA MARIA IGNATIUS NOGUEIRA - UEM
Presidente - 2138504 - LUIZ MARCIO SANTOS FARIAS