Theresinha Guimarães Miranda

Acesso e permanência do aluno com deficiência na instituição de ensino superior

It is undeniable the social role of the university and its commitment to provide an educational process fairer and more democratic for the development of knowledge and effectiveness of policies inclusionistas. In that sense, this work is the purpose of analyzing the conditions of access and residence of the student with disabilities in a federal university, located in the northeastern The results converge to the unpreparedness, both of the University, as the professionals who are part of it, so provide adequate care for the special needs of such students. So it is necessary that the University invest in the definition of an institutional policy for the construction of inclusive practices that benefit the process of teaching and learning for students with disabilities, through the Assistive Technologies for promotion and equalization of opportunities.

Atendimento educacional especializado para alunos com surdocegueira: um estudo de caso no espaço da escola regular

This article examines and discusses the different forms of Specialized Educational Support offered to students with deafblindness, in Basic Education, in regular schools of the city of Salvador, Bahia, pointing out significant aspects, highlighted the barriers and opportunities to meet the special needs of these students . This work is part of a doctorate research in education and has a qualitative approach, the case study, taking as sample, four deafblind students, three of them are in elementary school, and one in a high school. The instrument for colect the information was an interview with the professionals and the data were organized using three categories: the dynamics of the Specialized Educational Support, the action of the professional development in the Specialized Educational Support and the connection between the Specialized Educational Support and the special needs of students with deafblindness. The results indicated: the absence of a planned action, leading an improvisations and fragmentation of the Specialized Educational Support; isolation of professionals. This situation originates in pedagogical actions disjointed between the regular classroom teachers and specialists; ignore the special educational needs of students with deafblindness with consequent invisibility of these students in school.

EXPERIÊNCIAS CULTURAIS DE SURDOS E CURRÍCULO

Este texto e parte de uma pesquisa de doutorado, cujo objetivo foi entender como ocorre a construcao social de experiencias culturais por alunos surdos que advogam em favor da chamada cultura surda. O estudo apoia-se na perspectiva semiotica da cultura (GEERTZ 2008) e em reflexoes questionadoras envolvendo a diade surdez-cultura (KLEIN e LUNARDI, 2006). Trata-se de um estudo de caso etnografico, realizado no Brasil em um espaco de Atendimento Educacional Especializado – AEE, de onde foram selecionados treze alunos surdos. Dos resultados emergiu a categoria “estrategias de legitimacao da chamada cultura surda”, revelada pelos indicadores: a centralizacao da lingua de sinais, constituida pela valorizacao e/ou defesa dessa lingua e pela absolutizacao da mesma; a supervalorizacao das experiencias do olhar, cujo desdobramento apontou para as experiencias visuais como algo pre-determinado para as pessoas com surdez. Os dados apontaram para a necessidade de se vislumbrar novas pautas e concepcoes no campo do curriculo.