EDUCATION OF DEAF PEOPLE IN THE INTERIOR OF FLUMINENSE
A TRANSDISCIPLINARY APPROACH BASED ON CONCEPTIONS OF TEACHERS OF THE EARLY YEARS OF ELEMENTARY SCHOOL
Abstract
This article analyzes the spacing between the theory about deaf education and teaching practice based on a case study in the municipality of Santo Antônio de Padua-RJ. First, we explore meanings to make bilingualism an alternative in elementary school, without dodging its implications in the social, cultural and political context. Next, we present the case study and problematize the teaching practice in order to demystify the thought that stabilizes the school as a space for the promotion of specialized, simplified and fragmented knowledge. We observed that the social representations brought by teachers about deafness serve as the basis for their practices and, from them, we explore how the phenomena that are presented in the school routine are explained/understood by them, in order to resignify the construction of knowledge and the elaboration of pedagogical proposals present in these practices from the notion of transdisciplinarity. To this do so, we are based on Moscovici, Skliar, Michel de Certeau, Goldfeld and Edgar Morin.
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