Pensamento, linguagem e comunicação na aprendizagem de surdos

Abstract

This inquiry is linked to the 'Education Theories and Pedagogical Processes' Line and aimed to understand which factors influence deaf learning. It had as research problem why deaf students go through all schooling and without learning the Portuguese language, since he learns how anyone and his knowledge is not affected by deafness It was used as theoretical support authors of psychology, linguistics and education; with theoretical foundation in Vygotsky's Historical-Cultural Theory, to understand what influences the deaf learning process. A theoretical study was carried out and then an exploratory research. The field of application of the research was the Training Center for Education and Care Professionals for People with Deafness (CAS), located in Goiânia-GO. The research was conducted with seven deaf subjects of both sexes, two female and five male. In the research, ten learning assessments were applied according to the pedagogical model of teacher Elianda Figueiredo Arantes Tiballi (1998), which consisted of ten stages. The results showed that this subject lacks opportunities; The first relationship with the world that is its identity formation is not formed and is not given the opportunity either by the family or by the school. All students surveyed have logical reasoning, attention and observation, and their superior cognitive functions are intact - demonstrating intelligence, and they used their own strategies to grasp. They used synthetic reasoning, sought the facts more generally and globally - in tune with the world around them. Another important fact was the search for help during learning, evidenced that when they want to learn they seek help, they use all forms of communication and that they are imposed a model that everyone has to adapt, and that it is disregarded as a subject. deaf in this process. The data also showed that Libras helps this deaf in its development, which many use it at times that cannot explain in the written language and that the presence of the interpreter greatly helps the learning process, but only it does not guarantee the learning of the deaf. We see that there is still in education the welfare model in relation to the deaf and with it is harmed in the process of teaching learning. Still in relation to the contents, it can be noticed that the deaf, as they do not develop in some contents of the initial series, when they change series, this difficulty only increases, because for them to know the most complex content you have to understand the content in a way. simpler and this often increases the difficulty in understanding school content