Banca de QUALIFICAÇÃO: CRISLAINI SALOMAO SCUDELER

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : CRISLAINI SALOMAO SCUDELER
DATE: 13/11/2025
TIME: 14:00
LOCAL: on line
TITLE:

RELAÇÃO PEDAGÓGICA ENTRE PROFESSOR E TRADUTOR E INTÉRPRETE DE LIBRAS NO ENSINO DE CIÊNCIAS DA NATUREZA PARA ESTUDANTES SURDOS: Percepções de docentes e TILS de escolas estaduais de Cacoal/RO

KEY WORDS:

Natural Sciences Teaching; Deaf Student; Inclusive Education; North Region.

PAGES: 135
BIG AREA: Ciências Exatas e da Terra
AREA: Matemática
SUBÁREA: Análise
SPECIALTY: Análise Complexa
SUMMARY:

With the increasing value placed on scientific knowledge in the educational context, Science teachers play a crucial role in teaching this knowledge to the diverse student body present in primary and secondary schools. In Brazil, the inclusion of deaf students in classrooms requires not only the presence of a homeroom teacher but also a Libras Translator and Interpreter (TILS) to mediate communication from Portuguese to Libras (Brazilian Sign Language) and vice-versa. These professionals work in an educational environment, contributing to the learning process of deaf students. The goal of this study was to analyze the pedagogical paradigms that guide the relationship between Science teachers and TILS in classrooms with deaf students in state primary and secondary schools in the city of Cacoal. To achieve this objective, and in light of theoretical references on the subject, a qualitative approach was chosen. Data was collected directly from eight teachers and six TILS through semi-structured interviews. In these interviews, participants shared their perceptions of themselves and each other, their reflective actions, collaborative efforts, and the synergy present in the relationship between these two professionals, as well as the challenges and paradigms they perceived. The data was analyzed using Content Analysis (Bardin, 2011) and interpreted through thematic units, valuing the free-flowing responses of the interviewees rather than strictly following the order of the questions. The research allowed for the interpretation of distinct perceptions among the participants, leading to important data for understanding how the pedagogical relationship is established between Science teachers and TILS in the education of deaf students in the surveyed state schools. Although the results reflect the perceptions and experiences of a specific group of professionals (eight teachers and six TILS), they provide important insights for reflecting on and improving inclusive education in a specific context of a city located in the North region of Brazil. The findings point to the need for specific training for both teachers and TILS, the appreciation of the TILS's role as a pedagogical partner, and the development of adapted methodologies that promote meaningful learning for deaf students.

 

COMMITTEE MEMBERS:
Interno - 2887259 - ODIRLEI ARCANGELO LOVO
Interna - 1865817 - MARIA ROSANGELA SOARES
Externa à Instituição - JACQUELINE LIDIANE DE SOUZA PRAIS - UTFPR