Práticas e diálogos de uma parceria colaborativa para a escolarização de um aluno surdo em escola pública do município de Craíbas/Alagoas

Abstract

With this research our main goal was to develop collaboratively with the normal and multifunctional classroom teachers, actions focused at bilingual education, to assist in the development of a deaf student education in a regular school of Craíbas city, located in Alagoas state. In addition, we sought to develop collaboratively actions that could assist in the development of educational bilingual in a common school of Craíbas city along with classroom teachers of the common and multifunctional room . It was a collaborative approach that included the following participants: two female teachers, a common and a multifunction classroom and one second year of elementary school deaf student. For data collection, we used the following instruments: a field journal and semistructured interviews. Therefore, this research was formed with the theoretical support of linguists and speech therapists that argue about the issues of bilingualism and the Brazilian Sign Language in the deafness area (FERNANDES, 2012; GESSER, 2012, 2009; LACERDA, 2012, 2009, 2006; LODI, 2012, 2006; QUADROS, 2012, 2011.2008, 2006.2004, 1997, KARNOPP, 2004, among others), as well as professors who participate of the collaborative research proposal (CAPELLINI, 2004; IBIAPINA, 2008), since both cover the main objectives of this study. The actions and reflections indicated that collaboration facilitated dialogues situations between the participants involved and therefore the joint reflection of knowledge, practices, attitudes, new ideas and perceptions about the deaf person education in a bilingual approach. We also verified that, collaboration between the teachers and the researcher favored the expansion of Libras vocabulary of the deaf student, and consequently the process of understanding, learning and interaction.