Banca de DEFESA: KELI AIRES LEÃO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : KELI AIRES LEÃO
DATE: 10/07/2026
TIME: 08:00
LOCAL: https://meet.google.com/exy-kumi-qpm
TITLE:

Challenges and solutions in adapting materials for deaf students in common classroms.

KEY WORDS:

Bilingual education; deaf students; pedagogical practices; adaptation of teaching materials; Libras.

PAGES: 152
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

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This research was developed within the scope of the Graduate Program in Inclusive Education - PROFEI at the Federal University of Rondônia - UNIR and is part of Research Line I: special education from the perspective of inclusive education. This research aimed to examine the difficulties faced by Elementary School I teachers in adapting teaching materials for deaf students at the Municipal School C.M.E.I.E.F. Professora Maria Antônia, in Ji-Paraná/RO, and to propose solutions to overcome these obstacles, aiming at more accessible and inclusive teaching. The research is justified by the concrete classroom experience and the many years of teaching practice, given the gap between the theoretical discourse on inclusive education and the implementation of pedagogical practices that guarantee accessibility for deaf students. The methodological approach was qualitative, through action research, with the researcher's direct involvement in monitoring teaching practices. Data collection was carried out through semi-structured interviews with 3 teachers who already work with deaf students in regular classrooms, and through a post-training workshop questionnaire with open-ended questions, applied to 8 teachers in total, those 3 and 5 others who may work with deaf students in the future, complemented by bibliographic studies. The results revealed that the main difficulties faced by teachers are concentrated in the lack of time for planning, in superficial and non-specific training on deafness, and in the absence of contact with and proficiency in Brazilian Sign Language (Libras), further aggravated by the incompatibility between teachers' available schedules and the courses offered. Teachers pointed out that more in-depth, ongoing, and specific training on working with deaf students, combined with better time management and the provision of adapted materials, would be fundamental to improving the quality of inclusive education. As a product of this research, a Practical Instructional Guide for teachers working with deaf students was developed, intended both for those already working with deaf students in regular classrooms and for those who will do so in the future. The guide was built collaboratively, drawing on the experiences and concerns shared by teachers during a training workshop held at the research site itself, and was validated by the collaborators at a second meeting, where it received positive evaluations. The material offers practical guidelines, bilingual pedagogical strategies, adapted activities, applicable models, and technological resources, organized with a focus on the reality of elementary school teaching. It was concluded that the research contributed to the reframing of teachers' knowledge, broadening their repertoire of accessible strategies and their perspective on the true inclusion of deaf students, understood not merely as a physical presence in the classroom, but as active subjects in the process of knowledge construction and learning.

COMMITTEE MEMBERS:
Presidente - 2124243 - ROSIANE RIBAS DE SOUZA ELER
Interna - 1236907 - MARCIA CRISTINA FLORENCIO FERNANDES MORET
Externa à Instituição - JUSIANY PEREIRA DA CUNHA SANTOS - UFAM