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Gillam, Joel. "Orthodox ministry to the deaf culture". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Goncalves, Janie Cristine do Amaral. "The role of Gaucho culture and deaf pedagogy in rethinking deaf education". Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544418.
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Choi, Sungkyu. "Cross-cultural attitudes toward deaf culture in a multi- and singular cultural society : a survey of residential school based teachers for the deaf who are deaf and hearing". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941571.
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During the past few years, Deaf culture has emerged as an important philosophy that could lead to a radical restructuring of Deaf education methods. The purpose of this study was to determine attitudes concerning Deaf culture from teachers of residential based schools for the Deaf who are Deaf and Hearing.Prior to initiating direct contact with the teachers, the superintendents or principals of the selected residential schools were contacted via mail, and their permission secured. In the United States, 279 teachers (69 teachers who are Deaf, 210 teachers who are Hearing) from seven midwest residential based schools for the Deaf and in South Korea 310 teachers (26 teachers who are Deaf, 284 teachers who are Hearing) from all eleven residential based schools for the Deaf participated.Two-factor ANOVA procedures with repeated measures on one factor were utilized to analyze the teachers' attitudes toward Deaf culture in America and South Korea from a 30-question survey using a five-point Likert scale.This study concluded that: (a) Deaf culture was a subculture in mainstream society whether it was a multi- or singular cultural society--although attitudes toward Deaf culture were accepted more negatively in a singular society than those in a multi-cultural society; (b) Deaf culture was accepted by teachers of schools for the Deaf who are Deaf more readily than those who are Hearing in both multi- or singular cultural societies; and (c) there was no significant correlation between attitudes of teachers who were employed at different levels of instruction, such as elementary and middle or secondary school.Department of Special Education
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Sheppard, Kate. "Depressive Symptoms Among Culturally Deaf Adults". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194735.
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Aims were to describe depressive symptoms among culturally Deaf adults, describe the words in American Sign Language (ASL) that best express depressive symptoms, and describe shared meaning of depressive symptoms. Primary care providers commonly discuss depressive symptoms with clients, which can lead to earlier identification of those at risk for depression. However, providers may not discuss depressive symptoms with Deaf clients due to communication barriers. Health care providers are rarely familiar with ASL, and depression screening tools are not easily translated from English to ASL. There has been no investigation about Deaf adult's experiences with depressive symptoms or the signs used to describe those experiences. The study method employed hermeneutic interviews and analysis. Nine culturally Deaf adults were interviewed three times each, and certified interpreters were used to assist with ASL communication. After reviewing each interview with the interpreter for accuracy of translation, text was generated through word-for-word transcription and researcher observations; text was then read to obtain a broad understanding of the experience. Findings: Symptoms described by Deaf adults paralleled those of hearing adults. Four shared meanings emerged: 1) Feeling depressed, defined as the physical and emotional manifestations of depression and the ASL signs and phrases used to communicate these; 2) Emotional chaos leading to depression, defined as experiences of childhood, adolescence, and adulthood that led to feelings of depression such as feeling different, feeling isolated from family and peers, feeling excluded, and feeling limited by others; 3) Reaching out, defined as learning to walk in the Deaf world while also navigating the hearing world; 4) I am Deaf - I am not broken! Conclusions: This research provided a description of depressive symptoms as may occur among culturally Deaf adults, which may lead to increased understanding of depression as experienced by and expressed by members of the Deaf culture. In this way, improved communication and understanding between health care providers and Deaf adults can be optimized. Such knowledge may potentiate the earlier identification of culturally Deaf adults at risk for depression in the primary care setting, thereby reducing morbidity and mortality in this underserved population.
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Beatty, Stephanie. "An Exploration of Deaf Education through the Experiences of Culturally Deaf Adults". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6169.
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Deaf students have unique linguistic and cultural needs that are cultivated in social settings; however, these needs have received minimal consideration from school administrators and policy makers when designing and implementing educational programs. Inquiry regarding how Deaf people learn in social situations and whether these processes are present in formal educational settings is necessary to understand how to better serve this population in school. Observations were used to provide insight on how deaf people teach and learn from one another in social/informal settings. Individual interviews with 11 Deaf people ages 18 to 40 provided insight regarding personal experiences in formal and informal educational settings. Constructivism, sociocultural theory, and multiple intelligences theory were the conceptual frameworks for this study. Trustworthiness was established using member checking and detailed accounts of participants' experiences in their educational placements. The findings revealed that deaf people value facets of Deaf culture in all aspects of their lives, including education. Participants expressed the need for school staff and administrators to understand cultural nuances that are important for deaf students, the need for barrier-free communication, the importance of self-identity, and the need for Deaf mentors and or role models in school. In social settings, deaf people use visual communication and require clear sightlines for communication, use expansion techniques unique to ASL, use scaffolding to support and mentor one another, and use repetition for clarity, understanding, and emphasis. The knowledge gained from this study can help actualize educational curricula that improve literacy and increase job and educational opportunities for deaf people.
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Alfano, Alliete Rodriguez. "Communication and Culture: Implications for Hispanic Mothers with Deaf Children". Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/61.
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The majority of deaf children are born to hearing parents. The fact that many of these children use sign language as their primary form of communication poses a unique language barrier between them and their hearing families. In addition, for children who are born into Hispanic families, these children have limited access to Hispanic and Deaf cultures unless their families actively pursue involvement with those communities. Data were collected through ethnographic interviews and limited participant observation and analyzed by means of grounded theory methodology. The study investigated how Hispanic mothers communicate with their deaf children who use ASL as their primary language, as well as how these mothers view Deafness as a culture.
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Neckyfarow, Karen. "Representing deaf culture in "Through Deaf Eyes" production-level decision making and influences on representation on public television /". CONNECT TO ELECTRONIC THESIS, 2008. http://hdl.handle.net/1961/6201.
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Hamill, Alexis Claire. "Empowerment in the Deaf Community: Analyzing the Posts of Internet Weblogs". Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1236977452.
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Ladd, Paddy. "In search of deafhood : towards an understanding of British deaf culture". Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/3fbe74ac-c73b-47dd-b0e9-82cbcfc64519.
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Lima, Maria Aldenora dos Santos. "Educação bilíngue, identidades e culturas surdas: em busca de um norte em Cruzeiro do Sul". Universidade Federal do Amazonas, 2015. http://tede.ufam.edu.br/handle/tede/5040.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This study examined aspects of deaf identity and deaf culture in the development of Deaf Education in the Municipality of Cruzeiro do Sul - Acre. Such work aims to contribute to a better understanding of deaf identity and culture of cruzeirenses deaf, in order to expand the strengthening of deaf culture and the discovery of possibilities for themselves and the environment they live in, encouraging approach to cultural content. The specific objectives were to identify aspects of participation of the deaf in the development of Education cruzeirenses deaf; Analyze the process of recognition of Deaf identities in Cruzeiro do Sul; and analyze the process of recognition and promotion of deaf culture in Cruzeiro do Sul. The research was qualitative, with data collection instruments such as: Focus groups, semi-structured interviews, and direct observation and study groups with deaf. The research subjects were deaf and interpreters from Cruzeiro do Sul. The results indicate a dissatisfaction regarding the development of Deaf Education in Cruzeiro do Sul, indicate that most cruzeirenses deaf do not fully experiences the deaf identities and who are unaware of basic aspects of deaf culture. There was the need to strengthen deaf culture and the identity of the deaf so that they acquire autonomy in their educational and social life, and participate in the Bilingual Education development process. The struggle for bilingual schools and the creation of a deaf association is the main demand of the deaf community, as well as more respect in society and the recognition of Deaf identities and cultures and participation of deaf people in educational and social decisions.
Este estudo analisou aspectos das identidades surdas e da cultura surda envolvidos no desenvolvimento da Educação de Surdos no Munícipio de Cruzeiro do Sul-Acre. Tal trabalho visou contribuir para um maior conhecimento sobre as identidades surdas e a cultura dos surdos cruzeirenses, no intuito de ampliar o fortalecimento da cultura surda e as possibilidades de descoberta de si e do ambiente em que vivem os surdos cruzeirenses, incentivando a aproximação a conteúdos culturais. Os objetivos específicos foram: identificar aspectos da participação dos surdos no desenvolvimento da Educação dos surdos cruzeirenses; analisar o processo de reconhecimento das identidades surdas em Cruzeiro do Sul; e analisar o processo de reconhecimento e promoção das culturas surdas em Cruzeiro do Sul. A pesquisa foi de cunho qualitativo, com instrumentos de coleta de dados, como: grupos focais, entrevistas semiestruturadas e observações diretas. Os sujeitos da pesquisa foram surdos e intérpretes de Libras do Munícipio de Cruzeiro do Sul/AC. Os resultados indicam que existe uma insatisfação a respeito do desenvolvimento da Educação de surdos em Cruzeiro do Sul, indicam que a maioria dos surdos cruzeirenses não vivencia plenamente as identidades surdas e que desconhecem aspectos básicos da cultura surda. Também verificou-se a necessidade de fortalecer a cultura surda e as identidades dos surdos para que os mesmos adquiram autonomia em sua vida educacional e social, e para que participem do processo de desenvolvimento da Educação Bilíngue no município. A luta por escolas bilíngues e pela criação de uma associação de surdos é a principal reivindicação da comunidade surda, como também mais respeito, por parte da sociedade, com relação ao reconhecimento das identidades e culturas surdas e participação de surdos nas decisões educacionais e sociais.
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Braga, Rosa Maria da Cruz. "Para além do silêncio: outros olhares sobre a surdez e a educação de surdos". Universidade do Vale do Rio do Sinos, 2006. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1910.
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A presente dissertação, “Para além do Silêncio; Outros olhares sobre a surdez e a educação de surdos”, traz para à discussão algumas recorrências enunciativas possíveis de serem lidas nas produções de um dos grupos de pesquisadores que marcou a história da educação de surdos no Estado do Rio Grande do Sul. O grupo formou o Núcleo de Pesquisa em Políticas Educacionais para Surdos (NUPPES) e, através de tal Núcleo, fez parcerias com a Secretaria de Educação do Estado, assumindo a partir daí a elaboração dos currículos, bem como a formação de professores nos cursos oferecidos pelo Estado. Além disso, o NUPPES também fez distintos movimentos para que a comunidade surda começasse a ter expressão na academia através da entrada de surdos na Universidade. A partir da produção intelectual e da inserção dos pesquisadores nas comunidades surdas, escolares e acadêmicas, podemos dizer que há muitas rupturas nas formas de ver e fazer a história surda acontecer. Considerando a grande contribuição acadêmica do grupo, materia
The present dissertation, “Para além do silêncio;Outros olhares sobre a surdez e a educação de surdos” (“Over the silence;Other views about deafness and the education of deaf people”), makes possible the quarrel of some existing enunciative recurrences in the productions of one of the groups of researchers that marked the history of the education of deaf people in the Rio Grande do Sul Brazilian state. This group was formed the “Núcleo de Pesquisa em Políticas Educacionais para Surdos” (NUPPES – Nucleus of Research in Educational Politics for Deaf People) which made partnerships with the State Secretariat of Education, assuming the elaboration of the curriculums, as well as the formation of professors in the courses offered for the State. Moreover, the NUPPES made distinct movements so that the deaf community started to have academic expression by the entrance of deaf people in the university. From the intellectual production and the insertion of the researchers in the deaf, education and academic communities
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Dall'alba, Carilissa. "Movimentos Surdos e Educação: Negociação da Cultura Surda". Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/7063.
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This work is central to understand how problematic movements deaf as a space of struggle and resistance is redefining deaf come to building a policy of education for deaf guided joints between sign language and deaf culture. To account for this investment research some goals that guided the study: understanding the emergence of movements in deaf education scenario of the deaf; identify different strategies to fight organized by the movement deaf to understand its effects on deaf education in contemporary. To this he joined the field of Cultural Studies in Education, with crossings of the field of Deaf Studies who understand deafness and deaf education from a cultural and linguistic context specific. The empirical corpus study is divided into two groups of materials: narratives of deaf leaders and a set of documents that consider the conditions of possibility for the emergence of a discourse that has been producing movement deaf from other arrangements, other experiments. These sets of documents are: Document "Deaf Education that we Want" 1999 Project Course Letters / POUNDS, Law 10,436 / 5626 and certainly Movement Bilingual School for the Deaf. To the narratives of deaf leaders, collected through interviews, I could track the movement deaf at two, ie, in two outbreaks of analytical power. The first stage focused on the emergence of the fight for the official recognition of sign language in the constitution of deaf identities and the second in the trading strategies of deaf culture in education. You can check in emergencies and in the possibilities of movement history deaf political organization linked with the education of deaf and negotiation of deaf culture in the contemporary scenario.O presente trabalho tem como problematização central entender como os movimentos surdos enquanto espaço de lutas e resistências surdas vêm se resignificando para a construção de uma política de educação para surdos pautada nas articulações entre língua de sinais e cultura surda. Para dar conta desse investimento de pesquisa alguns objetivos nortearam o referido estudo: entender a emergência dos movimentos surdos no cenário da educação de surdos; identificar as diferentes estratégias de luta organizadas pelo movimento surdo a fim de compreender seus efeitos para a educação de surdos na contemporaneidade. Para isso filiou-se ao campo dos Estudos Culturais em Educação, com atravessamentos do campo dos Estudos Surdos que entendem a surdez e a educação de surdos a partir de um contexto cultural e linguístico específico. O corpus empírico do estudo está dividido em dois grupos de materiais: narrativas de lideres surdos e um conjunto de documentos que considero com as condições de possibilidades para a emergência de um discurso que vem produzindo o movimento surdo a partir de outros arranjos, de outras experiências. Esses conjuntos de documentos são: Documento Educação que nós Surdos Queremos de 1999 Projeto de Curso Letras/LIBRAS, Lei 10.436/ Decerto 5.626 e Movimento Escola Bilíngüe para Surdos. Com as narrativas dos lideres surdos, coletados por meio de entrevistas, pude localizar o movimento surdo em dois momentos, ou seja, em dois focos de potência analítica. O primeiro momento centrado na emergência da luta pela oficialização da língua de sinais, na constituição de identidades surdas e o segundo nas estratégias de negociação da cultura surda no campo da educação. Pode-se verificar nas emergências e nas possibilidades da história do movimento surdo uma organização política articulada com a educação de surdos e com negociação da cultura surda no cenário contemporâneo.
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Bliss, Courtney C. "Reframing Normal:The Inclusion of Deaf Culture in the X-Men Comic Books". Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu149143787039966.
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Mourão, Cláudio Henrique Nunes. "Literatura surda : produções culturais de surdos em língua de sinais". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/32311.
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Com o propósito de investigar a manifestação das produções culturais dos surdos em histórias que são contadas em Libras, o foco da pesquisa é a análise da forma como os surdos vêm apresentando e construindo a Literatura Surda, com foco na língua de sinais. A partir disso, os objetivos são desdobrados na análise das temáticas e do uso da língua de sinais, ou seja: verificar quais histórias os surdos têm contado, como são caracterizadas essas histórias e quais são os temas apresentados, e analisar o uso da língua de sinais e os recursos expressivos utilizados. A base teórica foi buscada nos Estudos Culturais e Estudos Surdos, em autores como Hall (1997), Karnopp (2006, 2010), Quadros (2004), Klein e Lunardi (2006), Sutton-Spence (2008), Lopes e Thoma (2004), Perlin (2004), Silveira (2006), Strobel (2008). O material empírico que subsidia a investigação foi obtido através das atividades desenvolvidas por alunos do Curso de Licenciatura em Letras-Libras, ensino à distância, da Universidade Federal de Santa Catarina. Optei pela coleta de materiais produzidos (filmados, disponíveis em DVDs) na disciplina de Literatura Surda e, além disso, realizei entrevistas que subsidiam a análise dos textos produzidos em Libras, verificando o depoimento dos alunos sobre as histórias selecionadas, o uso da língua de sinais e dos recursos expressivos utilizados. As produções analisadas se dividiram em traduções e adaptações de histórias conhecidas, incluindo personagens surdos, procurando marcar uma produção da cultura surda.Aiming at investigating the manifestation of deaf cultural production in stories recounted in Libras, the research focuses on the analysis of how deaf ones manage to introduce and construct the Deaf Literature emphasising on the sign language. From this, objectives are unfolded when analysing themes and use of the language sign, that is, checking which stories deaf ones have recounted, how these stories are characterised and what are the themes deaf ones have presented, and analysing the use of the language sign and its expressive resources used. The theoretical base comes from the Cultural Studies and Deaf Studies in writers such as Hall (1997), Karnopp (2006, 2010), Quadros (2004), Klein andLunardi (2006), Sutton-Spence (2008), Lopes and Thoma (2004), Perlin (2004), Silveira (2006), Strobel (2008). We have found the empirical material supporting the investigation in activities students attended in a Libras Language Programme and in distance education at the Federal University of Santa Catarina. I have chosen to collect produced materials (films on DVDs) at the discipline of Deaf Literature. Furthermore, I made interviews supporting Libras text analysis, checking testimony students gave about selected stories, sign language use and its expressive resources used. Productions we have analysed were of two kinds: translations and adaptations of known stories, including deaf characters, seeking to highlight a deaf culture product.
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Müller, Janete Inês. "Marcadores culturais na literatura surda : constituição de significados em produções editoriais surdas". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/56395.
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Nesta dissertação apresento uma investigação acerca dos marcadores culturais em produções editoriais de surdos, considerando obras que circulam em português escrito, destinadas ao público juvenil e adulto. Vinculada aos Estudos Culturais em Educação, discuto o problema de pesquisa: como as produções culturais surdas, que circulam em português escrito no mercado editorial brasileiro, possibilitam a construção de marcadores culturais? Assim, objetivo: mapear e investigar as produções culturais de surdos publicadas em português escrito; b) discutir marcadores culturais surdos, considerando posições identitárias, de comunidades e de usos das línguas; c) problematizar a constituição de representações surdas que circulam nas obras analisadas. Após a leitura de dez livros produzidos por surdos, a narrativa da experiência de si e a identidade surda como uma diferença sobressaem-se como marcas culturais das produções editoriais surdas. A produção da identidade/diferença surda se dá principalmente pela experiência do olhar, uso das línguas de sinais, tradução cultural através da escrita em línguas orais e a participação em comunidades e lutas, que marcam a(s) cultura(s) surda(s). Além disso, essa produção identitária se processa através de representações que circulam nas obras, inclusive constituindo outros marcadores culturais das publicações: a denúncia do silêncio e de estereótipos e, diante disso, a capacidade de superação e o sucesso dos sujeitos surdos. A produção da identidade e da diferença surda é, por sua vez, consumida pelos sujeitos, conduzindo suas condutas através da regulação que se dá através da cultura. Observa-se, ainda, que as marcas que emergem das obras surdas analisadas aproximam-se às produções de outros sujeitos culturalmente considerados ‘diferentes’.In this dissertation I present an investigation about the cultural markers in editorial productions of deaf, considering materials written in Portuguese designated to the juvenile and adult public. Linked to Cultural Studies in Education, I discuss the research problem: how does deaf cultural production written in Portuguese and available in the Brazilian editorial market allow the construction of cultural markers? Thus, I objective: to map and investigate the cultural productions of deaf published in Portuguese written; b) to discuss deaf cultural markers, considering positions of identity, of community and of the use of languages; c) to discuss the constitution of deaf representations that circulate in the material analyzed. After reading ten books produced by deafs, the narrative of the experience of themselves and the deaf identity stand out as cultural markers of deaf editorial productions. The production of deaf identity/difference is caused, mainly, by the experience of looking, the use of sign languages, the cultural translation through the writing in oral languages, and the participation in communities and fightings that mark the deaf culture. Moreover, this identitary production takes place through representations that circulate in the materials, also constituting others cultural markers of publications: the denunciation of silence and stereotypes and, facing that, the ability to overcome and the success of deaf subjects. The production of identity and of deaf difference is consumed by the subjects, leading its conduits through the regulations given through culture. It is observed that the brands that emerge from the deaf materials analyzed approach to the production of other subjects culturally considered ´different´.
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Banakis, Renee Michelle. "Media Influence on Perspectives of Deafness as Culture". Miami University Honors Theses / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1114963978.
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Sá, Nelson Pereira de. "Escolas de surdos: avanços, retrocessos e realidades". Universidade Federal do Amazonas, 2011. http://tede.ufam.edu.br/handle/tede/3237.
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Previous issue date: 2011-10-13Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Descriptive phenomenological approach to qualitative data collected at two schools who work with deaf people in the city of Manaus, State School Augusto Carneiro dos Santos and Filippo Smaldone Institute. The schools were chosen because they were originally considered "schools of the deaf", because they attend only to this specific group. It is a case study whose subjects were teachers and education professionals (both deaf and hearing) who work in the schools investigated. The research aimed to investigate the advances and setbacks from the National Education Policy in the Perspective of Special Education Inclusive/2008 (BRAZIL, 2008), in the context of schools working with deaf people in the city of Manaus, identifying movements, speeches, pressures, resistance and political consequences of current public and results entailed for the deaf schools for the school routine, for teachers and education professionals as well as for deaf students. It is understood that the microcosm of the school and its surroundings can help in a thorough analysis of the main issues involved in Deaf Education in these times of post-National Policy on Special Education. In the case of deaf people in the area of education, is of great importance to address the issue of inclusion. Currently, this has been the political leadership in Brazil, which emphasizes the rights of all students with disabilities (sensory, physical or mental) to be common in schools. As for the results, we highlight advances such as the establishment of the schools should provide a bilingual approach for deaf, having Pounds as a first language and Portuguese as a second language and, the possibility that teachers have some knowledge of Pounds. Regarding the setbacks, it was found that under the National Policy on Special Education, the deaf schools are being closed or adulterated as individual schools and turned into ESA (Educational Service Specialist), deaf students are being spread in a variety of regular schools unprepared to meet this specific audience.
Pesquisa descritiva fenomenológica, de abordagem qualitativa que coletou dados em duas escolas que trabalham com surdos na cidade de Manaus: Escola Estadual Augusto Carneiro dos Santos e Instituto Filippo Smaldone. As escolas foram escolhidas por serem, originalmente, consideradas escolas de surdos , pelo fato de atenderem apenas a este grupo específico. Trata-se de um Estudo de Caso cujos sujeitos foram professores e profissionais da educação (surdos e ouvintes) que atuam nas escolas investigadas. A pesquisa teve como objetivo investigar os avanços e retrocessos a partir da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva/2008 (BRASIL, 2008), no contexto das escolas que trabalham com surdos na cidade de Manaus, identificando movimentos, discursos, pressões, resistências e conseqüências desta política pública atual e resultados dela decorrentes para as escolas de surdos, para o cotidiano escolar, para os professores e profissionais da educação bem como para os estudantes surdos. Entende-se que o microcosmo da escola e de seu entorno podem dar subsídios para uma análise aprofundada sobre as principais questões que envolvem a Educação de Surdos nestes tempos de pós-Política Nacional de Educação Especial. Em se tratando de surdos, na área da Educação, é de grande relevância abordar o tema da inclusão. Atualmente, tem sido esta a direção política no Brasil, a qual enfatiza a defesa dos direitos de todos os alunos com deficiências (sensoriais, físicas ou mentais) a estarem nas escolas comuns. Quanto aos resultados, destacam-se avanços como: o estabelecimento de que as escolas devem proporcionar uma perspectiva bilíngüe para os surdos, tendo a Libras como primeira língua e a Língua Portuguesa como segunda língua e; a possibilidade de que os professores tenham algum conhecimento de Libras. No que concerne a retrocessos, foi constatado que, por força da Política Nacional de Educação Especial, as escolas de surdos estão sendo fechadas ou descaracterizadas como escolas específicas e transformadas em AEE (Atendimento Educacional Especializado); os alunos surdos estão sendo espalhados numa infinidade de escolas regulares despreparadas para atender esse público específico.
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Mendes, Waléria Batista da Silva Vaz. "CULTURA SURDA E JOVENS: DESAFIOS E IMPASSES NO ESPAÇO ESCOLAR". Pontifícia Universidade Católica de Goiás, 2012. http://localhost:8080/tede/handle/tede/1076.
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Previous issue date: 2012-09-14This dissertation is part of the research Education, Society and Culture of Post- Graduation Program Stricto Sensu in Education, of Pontificia Universidade Catolica de Goias (PUC Goiás). Analises a gathering of eleven (11) deaf youngsters, in the educational space of the school, Escola Estadual Colemar Natal e Silva, situated in Setor Aeroporto, im Goiania- Goias, seeking to apprehend their characteristiscs as groups in a lifestyle (habitus and lifestyle), in an afirmation movement of a specific culture the Deaf Culture. Using qualitative researching methods, as direct observation, individual interviews, and group debates. Its theoretical referencial is costituted of the following authors: Pierre Bourdieu (1998), Canezin Guimarães (2002), (2007) and (2008),Veiga-Neto (1992), (2002), Hall (1990), (1992),(2000) and (2005) e Wrigley (1996); Silva (1997) and (2003), Behares (2000), Skliar(1998), Sá (1999), (2004) and Perlin (2006-2009). Shows the reality of the students by their social class, space, juvenil condition and tongue, also discusses the multiple processes of representation and marginalization that are imposed and as well part of the deaf comunity, specially related to family, school, self-perception, the fight movements for social and legal rights, to the social networks for new information between others. Special emphasis is given to the importance of the Sign Language in the relationships, deaf identity constitution, and mainly, in development of a Deaf Culture.
Esta dissertação de mestrado faz parte da linha de pesquisa Educação, Sociedade e Cultura do Programa de Pós-Graduação Stricto Sensu em Educação (PPGE) da Pontifícia Universidade Católica de Goiás (PUC Goiás). Analisa um agrupamento de onze jovens surdos do Ensino Fundamental, no espaço educativo da Escola Estadual Colemar Natal e Silva, situada no Setor Aeroporto, em Goiânia GO, buscando apreender as suas características enquanto grupo com modo de vida (habitus e estilo de vida), num movimento de afirmação de uma cultura específica a Cultura Surda. Utiliza os métodos da pesquisa qualitativa, como observação direta, entrevistas individuais e grupo de debates. O seu referencial teórico principal é constituído dos seguintes autores: Pierre Bourdieu (1998), Canezin Guimarães (2002), (2007) e (2008),Veiga-Neto (1992), (2002), Hall (1990), (1992),(2000) e (2005) e Wrigley (1996); Silva (1997) e (2003), Behares (2000), Skliar(1998), Sá (1999), (2004) e Perlin (2006-2009). Apresenta a realidade dos alunos a partir de sua classe social, espaço, condição juvenil e língua e discute os múltiplos processos de representação e marginalização que são impostos e constituem a comunidade surda, especialmente em relação à família, à escola, à autopercepção de si, aos movimentos de luta por direitos sociais e jurídicos, às redes sociais das novas tecnologias da informação, entre outros. Ênfase especial é dada à importância da Língua de Sinais nos relacionamentos, na constituição das identidades surdas, e, principalmente, na elaboração de uma Cultura Surda.
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Silva, Erika Vanessa de Lima. "Narrativas de professores de surdos sobre a escrita de sinais". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/79675.
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A presente dissertação tem como objetivo analisar as narrativas de professores de surdos sobre a escrita da língua de sinais (ELS), que é o sistema de registro escrito da Língua Brasileira de Sinais. Para isso, foram realizadas entrevistas narrativas com nove profissionais que trabalham em escolas de surdos. A construção desta dissertação se deu entre os anos de 2011 e 2013 e durante o trabalho contatei com as escolas que tinham alunos surdos matriculados buscando aquelas que utilizavam a ELS em suas práticas escolares. Obtive o retorno de três escolas e nelas entrevistei professores e equipe diretiva. A pesquisa foi desenvolvida na perspectiva dos Estudos Surdos e dos Estudos Culturais em Educação, campos a partir dos quais utilizo os conceitos de narrativa, identidade, diferença e cultura, dialogando com autores como Hall (2007), Silva (2009), Perlin (2005), Stumpf (2005), Zappe (2010) e outros. A ELS é a escrita visual da língua de sinais e se situa na história da educação de surdos muito recentemente. A partir das respostas das entrevistas, foram feitos os seguintes agrupamentos temáticos: a importância da ELS; ELS como estratégia ou produção surda? e ELS no currículo escolar: surdos empoderados.The intention of this dissertation is to analyse the narratives of deaf teachers about sign writing (SW). SW is the written system of the Sign Language. To achieve that, narrative interviews with nine different professionals that works in schools for deaf were made. The data was collected between 2011 and 2013 and, during the work, I searched schools that had deaf students enrolled, seeking those that use SW in their school practices. Three schools answered me and I interviewed their teachers and directive board. The perpective adopted in this research was the Deaf Studies and Cultural Studies in Education, and I use the concepts of narrative, identity, difference and culture that are in these perspective, using authors like Hall (2007), Silva (2010), Perlin (2005), Stumpf (2005), Zappe (2010) and others. The SW is the visual writing of the sign language and is part of the recent history of deaf education. Taking the answers of the interviews as an starting point, some thematic groups emerged: the importance of SW; SW as an strategy or deaf production? SW in the school curricula: deaf empowered.
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Schallenberger, Augusto. "Ciberhumor nas comunidades surdas". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27044.
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Esta dissertação tem como objetivo identificar algumas expressões de comunidades surdas através do humor. O instrumento mais utilizado para esta pesquisa é uma ferramenta da internet que vem sendo usada pelas comunidades surdas do mundo inteiro, o youtube. A pesquisa tem como proposta valorizar as produções surdas em língua de sinais para que estas sejam registradas, evitando que se percam informações sobre a cultura surda e trazendo contribuições para a cultura surda. Verifica-se que a produção de vídeos entre os surdos expõe questões igualmente pertinentes às comunidades surdas mesmo quando se tratam de países distantes. Os vídeos, em número de 20 (vinte), foram coletados entre março de 2008 até abril de 2010. A partir das noções de comunidade, de Bauman; de identidade, de Hall e da evidente necessidade de registro das produções dos surdos, percebe-se o quanto os vídeos analisados carregam marcas da vida e da experiência dos surdos e da língua de sinais. A relevância deste tipo de investigação é no sentido de perceber quais marcadores culturais são mostrados em relação aos surdos, o que os próprios surdos registram como parte de sua cultura e qual o estatuto da língua de sinais em um meio de comunicação como a internet; que mais do que comunicar, produz um modo de ser surdo.This thesis aims to identify some expressions of deaf communities through humor. The most commonly instrument used for this research is an Internet tool that is being used by deaf communities in the whole world: youtube. The research proposal is to enhance the deaf production in sign language in ways that they be recorded, preventing them from losing information about deaf culture and making contributions to the education of deaf. It appears that the production of videos between deaf people also exposes issues pertaining to deaf communities even when dealing with distant countries. Videos by number of twenty (20) were collected from March 2008 to April 2010. Based on the notions of community, Bauman, of identity, of Hall and of the evident need for registration of deaf’s production, you realize how the analyzed videos bear marks of life and experience of the deaf and sign language. The relevance of such research is in order to understand which cultural indicators are shown in relation to the deaf, what do the deaf people register as part of their culture and what is the statute of sign language in a mean of communication like the Internet, which does more than communicate, produces a way of thinking.
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Lacroix, Sandrine. "Culture, handicap et éducation : l'émergence d'une culture sourde en Polynésie française". Thesis, Polynésie française, 2014. http://www.theses.fr/2014POLF0010/document.
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Par le passé, les Sourds des îles de l’actuelle Polynésie française semblent s’être « culturellement » fondus dans leurs terres et groupes d’appartenance, franchissant les siècles sans laisser de traces, ni dans les mythes et légendes, ni dans les sources ethnologiques. Aujourd’hui, invisibles et silencieux, ils tentent de sortir de l’anonymat et de se construire sur d’autres bases que celle de la déficience auditive. Au moyen d’une longue étude de terrain, cette thèse en anthropologie construite sur les concepts de vulnérabilité, de handicap et d’inclusion, interroge les revendications collectives et individuelles d’une identité culturelle sourde dans ces îles. Dans une Polynésie française contemporaine elle-même en quête de redéfinition culturelle, sur quelles représentations les espaces sociaux tissent-ils les relations avec ces personnes « différentes » ? Comment les Sourds se définissent-ils ? Quelle est ou pourrait-être leur langue des signes?Across the past centuries, the Deaf people of what constitutes now French Polynesia seem to have blended into the "cultural background" of their lands and their community without leaving trace, neither in myths and legends, nor in the ethnological literature. Today, invisible and silent, they are nevertheless trying to emerge from anonymity while socially constructing themselves on bases other than sole hearing deficiency. By the means of an extensive field study, this anthropology thesis built around the concepts of vulnerability, disability and inclusion, explores the claim, whether collective or individual, of a deaf cultural identity in those islands. In contemporary French Polynesia, a place in search of cultural redefining, what are the representations upon which social spaces weave the relations with these "different" people? How do Deaf people define themselves? What is or what could be their sign language?
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Santos, Taiane Santos dos. "Narrativas surdas: experiências na comunidade e na cultura surda e a constituição de identidades". Universidade Federal de Pelotas, 2012. http://repositorio.ufpel.edu.br/handle/ri/1686.
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Previous issue date: 2012-06-14This dissertation has as its aims narratives about experiences in the deaf community and deaf culture. It has been inspirited on narratives that focus on the spaces captured the experiences of deaf people and the processes of formation of their identities. It focus on discussing how a specific community of deaf people are forming their identities through the experiences of life in the deaf community. The subjects were five deaf people, that through previously scheduled meetings were encouraged to tell and share their stories lived in the deaf community. There were three meetings, two in small groups ( two and three people) and the last with all members of the research. With the narrative stories it was possible to identify common but singular identities, each formed from the experiences and perceptions of the world individually. The research is in a space of socialization of memories and experiences recorded in the meetings and narratives elicited very rich in details about the constitution of identities .These processes have taken place often in the midst of conflicts and new conceptions about the importance of sign language, deaf culture, deaf community, deaf movement the association of the deaf, deaf identities , family and the deaf considered a reference for other deaf people . These categories of analysis that have emerged as brands that have strengthened the constitution of identities of research subjects. The aim with this research deconstruct historically constructed narratives that linked the deaf disability, presenting narratives through the eyes of a specific group on their stories of struggle and resistance, which help to understand the constitution of cultural identities.
Esta dissertação tem como centralidade as narrativas surdas sobre experiências na comunidade e na cultura surda. Inspira-se em narrativas que focalizam os espaços das experiências de sujeitos surdos e os processos de constituição de suas identidades, com o intuito de problematizar como os surdos de uma comunidade específica vêm constituindo suas identidades através das experiências de vida na comunidade surda. Os sujeitos da pesquisa foram cinco surdos, que através de encontros previamente agendados foram estimulados a narrar e compartilhar suas histórias vividas na comunidade surda. Aconteceram três encontros, sendo dois em grupos pequenos (duas e três pessoas) e o último com todos os integrantes da pesquisa. Com as narrativas foi possível identificar histórias comuns, porém identidades singulares, cada uma formada a partir das vivências e percepções de mundo de maneira individual. A pesquisa constitui-se em um espaço de socialização de memórias e experiências registradas nos encontros e que suscitou narrativas riquíssimas em detalhes sobre a constituição de identidades. Esses processos deram-se, muitas vezes, em meio a conflitos e concepções novas sobre a importância da língua de sinais; da cultura surda; da comunidade surda; dos movimentos surdos; da associação dos surdos; das identidades surdas; da família e dos surdos considerados referência para outros surdos. Essas foram categorias de análise que surgiram como marcas que fortaleceram a constituição de identidades dos sujeitos da pesquisa. Pretende-se com esta pesquisa desconstruir narrativas construídas historicamente que ligavam os surdos à deficiência, apresentando narrativas, através do olhar de um grupo específico sobre suas histórias de lutas e resistência, as quais ajudam a entender a constituição das identidades culturais.
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Vasconcelos, Norma Abreu e. Lima Maciel de Lemos. "Inclusão e realidade: um olhar sobre a pessoa surda". Universidade Federal da Paraíba, 2006. http://tede.biblioteca.ufpb.br:8080/handle/tede/4888.
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Previous issue date: 2006-11-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The research aims to discuss the inclusion of hearing-impaired students within the mainstream educational environment based on two concepts: 1) regular classroom with the support of an interpreter of Libras and 2) special class of hearing-impaired students with specialized sign language teachers. Taking for granted that this inclusion is neither a permanent situation nor a more physical insertion of special needs students into a regular classroom, we attempt to find coherence on the official government position that it is necessary to change society so that all its citizens have the rights to equal universal education. Based on these considerations, we put forward the following questions as the basis of our study: What are the needs presented by the hearing-impaired students? How to form an appropriate team and how should that team perform? Does the methodology used by the teacher facilitate class participation and the achievement of learning goals? Is the teacher able to recognize student potential and is the teacher capable of creating proper strategies to aid the learning process? How does the insertion of an interpreter of Libras affect the process? How do teachers, interpreters and students perceive the educational process? Using interviews of teachers, interpreters and hearing-impaired students coupled with observation of teaching methods and learning activities in special and regular classrooms in public schools in the state of Pernambuco, we collected data that outlines problems in both special and regular classrooms. These problems start from the application and development of activities to the ways in which the participation of all parties involved (teacher, interpreter, and students) interact in the learning process as well as testimonials from educators on aspects related to said inclusion. It was possible to observe that the interpreter did not take into consideration the peculiarities pertaining to the way of thinking, feeling and discussing issues of the hearing-impaired students and, this was further aggravated by the fact that the teachers did not alter their teaching procedures in order to accommodate the hearing-impaired students. This problem seemed less apparent in the special needs class for hearing-impaired students which is a totally separated learning environment. Based on these findings from the data collected, it is recommended a new way of looking at inclusion, stressing the urgent need in overcoming the discussion focusing on inclusion-exclusion, at the same time promoting the importance of developing practices strongly based on culture.
O estudo busca inserir a discussão sobre a inclusão de alunos surdos, tendo em vista dois contextos de atuação: uma sala de aula regular com apoio de intérprete em Libras e uma classe especial de surdos com professora especializada e usuária da língua de sinais. Partimos do pressuposto de que a inclusão não se constitui um estado permanente, nem uma mera inserção física de alunos especiais na escola regular. Por isso, buscamos dar coerência ao discurso oficial, quando diz que é necessária uma mudança da sociedade para receber todos os seus cidadãos; trazendo, à discussão, os processos educacionais em geral e suas possibilidades de dar materialidade a uma Educação para Todos. A partir dessas considerações, colocamos como questões de pesquisa: Quais as necessidades que os estudantes surdos apresentam? Como a equipe é composta e como atua? A metodologia usada pela professora colabora para que os alunos surdos participem das aulas e atinjam os objetivos de aprendizagem de modo satisfatório? A professora revela habilidade para perceber as potencialidades dos alunos e criar situações de aprendizagem que os ajudem a aprender? Como a inserção do intérprete de língua de sinais interfere no processo? Como as professoras, intérprete e alunos percebem o processo educacional? Através de entrevistas com professoras, intérprete e estudantes surdos e em observações de situações de ensino-aprendizagem em salas de aula, regular e especial, de escolas da rede pública de ensino do Estado de Pernambuco, obtivemos informações que nos permitiram problematizar o trabalho realizado em sala de aula, regular e especial, com alunos surdos, desde a aplicação e desenvolvimento das atividades até as formas de participação dos envolvidos (professora, intérprete e alunos) no processo educativo; bem como as falas desses atores educacionais sobre aspectos relativos à inclusão. Foi possível notar que a atuação do profissional intérprete na sala de aula não considerava as formas peculiares de pensar, sentir e diferir dos surdos, agravado pelo fato de os procedimentos pedagógicos da professora continuarem inalterados quanto à presença desses alunos. Essa dificuldade pareceu que era minimizada na classe especial de surdos, que é um local considerado segregador. Isso indica que é necessário desenvolver um novo olhar sobre a inclusão, evidenciando a urgência em superar a discussão com foco no binômio inclusão-exclusão e em promover uma reflexão profunda sobre a importância de desenvolver práticas culturalmente referenciadas.
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Cirkelyte, Audrone. "Humor as a Mirroring Self- Reflection : A Case study of a subversive Deaf Humor Aiming the Spotlight at the Hearing Majority". Thesis, Linköpings universitet, Forum för genusvetenskap och jämställdhet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166769.
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Humor builds the ground to share the common and the uncommon, to ease the uneasiness, to laugh at oneself and the other. It is amusing and rebellious, revealing the obvious from the obscure and challenging the unchallenged. The purpose of this Master thesis is to examine the subversive humor use within Deaf communities, centered around the hearing society, as well as to explore subversive humor’s role in reinforcing the Deaf identity and resisting the often assigned otherness. Taken the form of a case study this thesis analyses two examples: a short film The Kiss, produced by Charlie Swinbourne and the series of graphical drawings from Tais, created by Alícia Sort Leal. Using visual analysis and close reading as analytical methods as well as classical (Superiority, Incongruity, Relief) and contemporary (Reversal) humor theories, this thesis provides an insight into reflective and mirroring effects of humor.
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Glenn-Smith, Sarah K. "The use of social media as a conduit to promote social justice in the Deaf Community, as a cultural and linguistic minority, through the visual language of American Sign Language: A movement against Audism". Diss., NSUWorks, 2017. https://nsuworks.nova.edu/shss_dcar_etd/81.
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This research employed a case study approach to understand emerging themes that may be garnered through documenting the lived experiences of online Deaf activists who have used the video feature available through social media outlets, such as YouTube, as a way to overcome the language barrier typically present for linguistic minorities who are leading social movements within an English-speaking, hearing majority. The focus of this study was the members of the Deaf Community that have taken to an online podium in their fight for autonomy and equality. They champion their Deaf identity, their right to agency and autonomy in areas of language, access, education and employment, in what has exploded into the largest social movement in their cultural history. Therefore, two questions were at the center of this research: 1. "How has experiencing audism affected the lives of Deaf people?", and 2. "How has the use of social media as a platform to fight against audism through natural linguistic expression in American Sign Language impacted that experience?". The growth of individual Deaf identity has created a community action network for the Deaf Community, and access to the technology of videophones and instant access to wireless Internet has brought with it the use of video blogs, or vlogs, within the Deaf Community at explosive rates. The movement from disability to a place of diversity and cultural, ethnic and linguistic minority personhood for the Deaf is a path that is still being forged. Presented in this study is a glimpse into this journey, through a case study of their lived experience.
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McAllister, Cindy Kay. "English language and culture cues found in advertisements in selected print publications for deaf and hard of hearing people /". Online version of thesis, 2008. http://hdl.handle.net/1850/8056.
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Powell-Williams, Melissa. "Experiential commensurability and identity correspondence : examining Deaf Culture Movement collective identity in the United States /". Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1674094881&sid=8&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2008."Department of Sociology." Keywords: Identity, Deaf Culture Movement, Collective identity, Social movements. Includes bibliographical references (p. 227-240). Also available online.
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Powell-Williams, Melissa Ann. "Experiential Commensurability and Identity Correspondence: Examining Deaf Culture Movement Collective Identity in the United States". OpenSIUC, 2008. https://opensiuc.lib.siu.edu/dissertations/275.
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Using the analytical tool frame resonance, this research empirically assesses the alignment of personal and collective identities within the context of the Deaf Culture Movement (DCM) in the United States. Though social movement researchers assume that identities, culture, beliefs, and values are developments of interactional processes, the current literature remains considerably one sided in its emphasis on this meaning work on the part of elite social movement organizers (Benford 1997). Thus, this research takes for granted the variability of how collective identities and ideologies are understood, adopted, and resonate at the micro level. Through routine observation of various DCM activities and in-depth interviews with deaf who regularly participate within DCM activities, this research examines their process of adopting, modifying, or rejecting the DCM identity. In addition to alignment, the assessment of personal identity narratives also reveals unique and familiar passing and accounting strategies as respondents in order to avoid or repair contentious interactions. This research adds to current social movement literature including but not limited to framing processes, resonance, collective identity, identity correspondence, and interpretative work by members on the "fringes" of social movement activity. Further, this research also contributes to current Deaf studies literature and integrates these insights into mainstream sociological literature.
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Tipton, Elizabeth Shelton. "Growing Up Deaf in Appalachia: An Oral History of My Mother". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3662.
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This study focuses on the life experiences of a rural, Deaf Appalachian woman, Jane Ann Shelton, a second generation Deaf child born to Deaf parents from the communities of Devil’s Fork (Flag Pond, Tennessee) and Shelton Laurel (Madison County, North Carolina). Over two hours of videotaped interviews were interpreted and transcribed, followed by various other communications to describe the life of a rural, Deaf Appalachian woman without a formal high school degree. As an advocate and a political lobbyist in Tennessee during the 1980s and 90s, she was unparalleled by her peers (deaf or hearing) in her efforts to “enhance the lives of ALL Deaf Tennesseans.” From these interactions and my firsthand knowledge, I crafted stories of her life experiences for the purpose of performing them for both Deaf and hearing audiences. Further studies should be done on rural Deaf Appalachia as precious little oral history has been collected.
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Lux, Judith Ellen. "An exploratory study of child protective services social worker knowledge of the culture of the deaf". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1792.
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Costa, Raika Sampaio de Macedo. "Educação bilíngue para surdos em uma escola estadual de Manaus: desafios e possibilidades". Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/6704.
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O presente estudo foi desenvolvido na extensão do Mestrado em Gestão e Avaliação da Educação da Universidade Federal de Juiz de Fora. O caso estudado constitui-se em análise acerca do ensino oferecido a surdos de uma escola da rede estadual de Manaus, denominada Escola Estadual Augusto Carneiro dos Santos (EEACS), que tem como documentos norteadores o Projeto Político Pedagógico, o Regimento e a proposta curricular bilíngue. Tal proposta tem como base legal o Decreto Federal 5626, de 22 de dezembro de 2005, o qual assegura que os alunos surdos tenham uma educação bilíngue, ou seja, uma educação pautada no ensino da língua de sinais como língua de instrução para a aquisição da língua portuguesa na modalidade escrita. O objetivo definido para este estudo foi compreender de que forma as práticas de ensino desta escola são efetivas no sentido de valorização do indivíduo surdo quanto às suas peculiaridades e especificidades, em respeito às suas diferenças linguística, identitária e cultural. Para tanto, foi feita uma contextualização histórica e política da educação no Brasil, além da descrição da rede estadual de educação de Manaus e da EEACS. Visando ao desenvolvimento de um trabalho pautado no papel da gestão escolar, optamos por uma pesquisa qualitativa, um estudo descritivo e uma pesquisa bibliográfica sobre a educação para surdos. Esta pesquisa utiliza observação do cotidiano escolar e entrevista como instrumentos para coleta de dados. Diante da observação e análise dos dados, percebemos que, por falta de capacitação de alguns professores em língua de sinais e inexistência de um sistema de avaliação adaptado ao surdo, a concepção de educação bilíngue, por parte dos atores envolvidos no processo educacional, se mostrou superficial, distanciando-se do que é apresentado nos documentos que embasam o trabalho da escola. Frente a isso, a pesquisa pretendeu desenvolver um Plano de Ação Educacional (PAE) voltado para uma educação com base em uma perspectiva bilíngue. Para isso, utilizaremos autores que abordam a temática, como Perlin (1998), Skliar (1998), Guarinello (2007), Stürmer (2009), Gesser (2009), Sá (2011), Silvério (2014), dentre outros, além dos fundamentos legais.
The present study was developed in the extension of the Mestrado em Gestão e Avaliação da Educação of the Universidade Federal de Juiz de Fora. The case studied is an analysis about the education offered to the deaf students of a school of the state network of Manaus, called Escola Estadual Augusto Carneiro dos Santos (EEACS), which has as guiding documents the Pedagogical Political Project, the Regiment and the bilingual curriculum proposal. This proposal has as its legal basis the Federal Decree 5626, of December 22, 2005, which ensures that deaf students have a bilingual education, in other words, an education based on the teaching of sign language as a language of instruction for the acquisition of the Portuguese language in written form. The objective defined for this study was to understand how the teaching practices of this school are effective in the sense of valuing the deaf individual as to their peculiarities and specificities, in respect to their linguistic, identity and cultural differences. For that, was made a historical and political contextualization of education in Brazil, besides the description of the state education network of Manaus and of the EEACS. Aiming at the development of a work based on the role of school management, we chose a qualitative research, a descriptive study and a bibliographical research on education for the deaf. This research uses observation of everyday school life and interviews as instruments for data collection. Before the observation and data analysis we realize that, for lack of training of some teachers in sign language and absence of an evaluation system tailored to the deaf, the conception of bilingual education, by the actors involved in the educational process, has showed itself as superficial, distancing itself from what is presented in the documents that underpin the work of the school. Against this, the research intends to develop an Educational Action Plan (Plano de Ação Educacional - PAE) facing an education based on a bilingual perspective. For that, we will use authors who approach the subject, as Perlin (1998), Skliar (1998), Guarinello (2007), Stürmer (2009), Gesser (2009), Sá (2011), Silvério (2014), amongst others, besides the legal grounds.
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Schaad, Amanda L. "An Interview with Three Deaf Lesbians: Intersectionality and Saliency of Identity Variables". Wright State University Professional Psychology Program / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1435740841.
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Moore, Gabrielle. "Magic Mae". Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1525191279688537.
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Soares, Rosineide de Andrade. "CONQUISTAS EDUCACIONAIS DOS SURDOS NO CONTEXTO BRASILEIRO A COMPREENSÃO DE AUTORES SURDOS E NÃO SURDOS SOBRE ESTE EVENTO". Universidade Metodista de São Paulo, 2011. http://tede.metodista.br/jspui/handle/tede/957.
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Previous issue date: 2011-09-15This research aims to investigate how the authors understand that Deaf and deaf is not on the achievements of the Deaf, directed the educational context in order to examine the different elements and aspects involved indicating which key players and authors of this scenario. The literature was the methodological approach adopted, with analysis of the contents collected in books by non-Deaf or deaf. The chronological parameter for this research is located in the last fifteen years, during which the new rules of the Law of Directives and Bases of Education - LDB / 96 has unaccommodated issue related to education of persons with disabilities. Apparently because of determinations and regulations of Decree No. 5626 DECEMBER / 2005, discussions about the Deaf and sign language have occupied a unique space in society, especially in mainstream schools and teacher training. At first, it seems to be a reflection of the discussions made by the Inclusive Education Political, however, the issue related to the Deaf has been outstanding for many of the extent of his achievements, and sometimes seems to refer to one of the present invention: The Deaf and Sign Language.
Esta pesquisa se propõe a investigar qual a compreensão que autores Surdos e não surdos tem diante das conquistas dos Surdos, apontadas no contexto educacional, de forma a examinar os diferentes elementos e aspectos envolvidos indicando quais os principais atores e autores deste cenário. A Pesquisa Bibliográfica foi o procedimento metodológico adotado, com análise dos conteúdos coletados em livros de autoria de Surdos ou não surdos. O parâmetro cronológico para esta pesquisa está localizado nos últimos quinze anos, período em que as novas determinações da Lei de Diretrizes e Bases da Educação Nacional LDB / 96 tem desacomodado questões relacionadas à educação de pessoas com deficiências. Aparentemente por conta de determinações e regulamentações do Decreto nº 5.626 de DEZEMBRO / 2005, as discussões a respeito dos Surdos e da Língua de Sinais tem ocupado um espaço diferenciado na sociedade, em especial nas escolas regulares e na formação de professores. Num primeiro momento, parece tratar-se de reflexos das discussões postas pelas Políticas de Educação Inclusiva, no entanto, a questão relacionada aos Surdos tem para muitos se destacado quanto à dimensão de suas conquistas e, por vezes parece se referir a uma invenção da atualidade: o Surdo e a Língua de Sinais.
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Somacal, Adriana de Moura. "Memória na ponta dos dedos : sistematização de práticas de teatro com surdos". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/104546.
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A pesquisa propõe uma investigação sobre os processos de construção da linguagem teatral com surdos usuários da Língua Brasileira de Sinais (LIBRAS). As questões que norteiam o trabalho são: como estruturar uma metodologia de teatro para surdos? Como construir cenas em LIBRAS? Quais são os processos da sala de aula para a elaboração de uma peça de teatro com surdos? Podemos encontrar na Língua de Sinais um potencial cênico capaz de ampliar as formas de comunicação, proporcionando ao ator ferramentas para uma dramaturgia corporal em que o gesto se torna elemento gramatical e a palavra é corporificada. Com caráter teóricoprático, esta é uma pesquisa-ação que tem como principal objetivo sistematizar práticas teatrais com surdos a partir da análise das atividades propostas nas Oficinas de Teatro para Surdos oferecidas pelo Grupo de Pesquisa Teatral Signatores (Porto Alegre/RS), utilizando como base o trabalho metodológico dos autores Viola Spolin e Augusto Boal. O Signatores é formado por pesquisadores ouvintes e surdos e tem como objetivo investigar as possibilidades de criação artística e cultural de jovens e adultos surdos. Com esta pesquisa, pretende-se contribuir na construção de novos entendimentos sobre as expressões culturais da comunidade surda, entendendo que esses aspectos podem ser utilizados por qualquer sujeito, surdo ou ouvinte, com o interesse de expressar-se através do teatro.This research investigates the processes of construction of dramatic language with deaf people using the Brazilian Sign Language (LIBRAS). The questions that have guided this study are the following: how can a drama methodology be designed for the deaf? How can scenes be constructed in LIBRAS? What are the classroom processes involved in a play with deaf actors? Sign Language is likely to have a scenic potential to enhance communication means, thus providing the actors with tools for a body drama in which gestures become grammatical elements and words are embodied. With a theoretical-practical perspective, this action-research aims at systematizing drama practices by analyzing the activities proposed in Drama Workshops for Deaf offered by Signatores Drama Research Group (Porto Alegre/ RS), using authors such as Viola Spolin and Augusto Boal as a basis for the methodological work. Signatores is composed of hearing and deaf researchers and aims at investigating the possibilities of cultural and artistic creation by deaf adults and youths. This research is intended to contribute to the construction of new understandings of the cultural expressions of the deaf community, by understanding that these features can be used by any subject, either deaf or hearing, who is interested in expressing himself or herself through drama.
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Axelsson, Ann, i Elisabeth Brakstad. "Språkdeprivation - en litteraturstudie om språkets betydelse för döva och hörselskadade". Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25013.
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Språkets betydelse för människans utveckling är viktig för individens utveckling. Språket ger oss möjligheten till en god kognitiv förmåga och vägleder oss fram till vår identitet och personlighet. Genom språket uttrycker vi vem vi är och vad vi vill. Men vad händer om språket inte blir en självklarhet och om vi inte får tillgång till det? Den här studien handlar om vilken betydelse språket har för döva, hörselskadade och personer med cochleaimplantat och vad som händer om de inte får tillgång till det språk de är i behov av.Importance of language in human development is important for the individuals. The language allows us to good cognitive performance, and guides us to our identity and personality. Through language we express who we are and what we want. But what if the language doesn’t become a matter of course and if we do not have access to it? This study deals with the role of language to deaf, hearing impaired and people with cochlear implants and what happens if they do not have access to the language they need.
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Da, Silveira Schmitz Mariana. "Les contributions de l'apprentissage du théâtre à l'acquisition de la langue des signes française et à la construction de l'identité sourde". Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2123/document.
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Cette thèse est le résultat d'une recherche doctorale inspirée par l'urgence de mettre en avant le rôle central de la langue des signes française (LSF) dans l'éducation des enfants sourds en France. La législation relative à l'utilisation de la LSF a certainement évolué depuis les années 1970 pourtant, les enfants sourds et leurs familles n'ont toujours pas d'accès à une éducation bilingue. Le statut linguistique et culturel de la communauté sourde française est toujours minoré dans le contexte scolaire et ceci constitue un obstacle au développement des politiques et des pratiques pédagogiques destinées à cette population. À partir de l'examen de ce contexte nous souhaitons élargir le débat à propos de la place occupée par la langue des signes (LS) dans la scolarisation de ces enfants, non seulement comme un moyen de communication mais en tant que source première de l'acquisition de compétences langagières, de la constitution des communautés sourdes et de la construction de l'identité sourde. L'objectif de cette recherche est de montrer comment le théâtre-éducation peut participer à ces processus. À partir d'une approche bio-psycho-social de la surdité, nous nous sommes centrée sur un exemple de pratique en théâtre-éducation pour enfants sourds, en tant que terrain pédagogique supplémentaire pour l'apprentissage de la langue des signes dans les institutions de scolarisation d'enfants sourds. Avec ces principes comme base, nous posons comme première hypothèse que le théâtre-éducation facilite l'acquisition de la LS par l'optimisation de la pratique des processus sémiogénétiques communs à la gestualité théâtrale et à la structure des langues des signes. La deuxième hypothèse porte sur l'application du théâtre-éducation en tant que terrain de socialisation en LS et de création des discours symboliques sur la surdité à partir de la perspective de l'enfant sourd. A fin de vérifier nos hypothèses, nous avons réalisé une étude de cas pour la collecte des données. Le corpus présenté dans la thèse a été composé d'abord grâce à l'observation d'un atelier de théâtre pour deux groupes d'enfants sourds, âgés entre 9 et 11 ans. Nous avons néanmoins utilisé également d'autres outils méthodologiques : participation, entretiens et expérimentation. Cette étude de cas montre alors que l'expérience d'apprentissage du théâtre constitue un terrain potentiel de mise en pratique des niveaux particuliers de l'usage de la LS, contribuant donc à l'acquisition de cette dernière. Plus précisément, nous centrons nos analyses sur les processus sémiogénétiques qui font émerger les structures de grande iconicité (les transferts) des langues des signes : l'iconicisation de l'expérience et la sémantisation du corps. Nous avançons également l'idée que l'apprentissage du théâtre permet aux enfants d'expérimenter l'inversion symbolique des normes concernant la surdité (physiologique et sociale), contribuant donc à la construction de leurs identités sourdes. Le corpus obtenu et l'analyse qualitative nous permettent de postuler donc de quelle façon l’apprentissage du théâtre peut contribuer à l'acquisition de la langue des signes et à la construction de l'identité sourde par la mise en pratique de la créativité artistique qui lui est propreThis doctoral research is driven by the urgent need to discuss the role of french sign language in the education of deaf children in France today. Legislation on the use of french sign language has developed since the 1970's, however, deaf children and their families are still struggling to access bilingual education. The linguistic and cultural minority status of the french deaf community still battles to be accepted in the school context and this constitutes a clear barrier to the development of policies and learning practices for deaf children education. With this framework in mind we wish to extend the discussion on the essential role played by sign language, not only as a communication tool in deaf education, but as the primary source of language skills acquisition and of the constitution of deaf communities and the Deaf identity. The goal of the present research is to show how theater-education can participate in this construction. From a bio-psycho-social perspective on deafness, we turned to one example of theater-education practice destined to deaf children as a additional pedagogical space and practice for sign language in schools and institutions. With these ideas in focus we established the first hypothesis that theater-education facilitates sign language learning by encouraging the exercise of common semiogenetic processes to gesture in theater and to sign language structure. As a second hypothesis we established that theater-education can be used as an additional space of socialization in sign language for deaf children as well as an experience of discourse creation about deafness and Deafhood from the deaf child's perspective. To investigate this hypothesis we chose the case study as our data-collection protocol. The data presented in this research was obtained first through observation of one theater-education class for two groups of deaf children, ages 9 to 11. However we collected our data using different methodological phases and tools: observation, participation, interviews and experiment. This case study shows that this learning experience constitutes a potential exercise of peculiar levels of sign language learning, and more specifically the essential iconic structures of sign languages. We also advance the idea that learning theater-education enables dead children to explore the symbolic inversion of social rules regarding deafness and Deafhood, contributing to the construction of their Deaf identities. The collected data and qualitative analyses has enable us to determine in which ways theater-education can contribute to the exploration of artistic creative levels in sign language learning and deaf identity construction
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Leith, Eleanor Crowther. "Moving beyond words in Scotland's corp-oral traditions : British Sign Language storytelling meets the 'deaf public voice'". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/23449.
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Scotland’s oral traditions have received scholarly attention since the 18th Century; however, collection and analysis has exclusively focused on those passed on ‘by word of mouth,’ and the traditional arts of Scotland’s deaf communities have been overlooked. This thesis begins to address this oversight by examining storytelling practices passed on ‘by sign of hand’ in British Sign Language (BSL). Neither fully acculturated to majority society nor ‘foreigners in their own country’ (Murray 2008:102), signing-deaf people have distinct ways of ‘doing’ culture which involve negotiating a bilingual-bicultural continuum between the hearing and deaf worlds. The historical exclusion of signing-deaf culture from conceptualisations of Scotland’s cultural heritage is increasingly being challenged, both overtly and tacitly, through an emergent ‘deaf public voice’ (Bechter 2008:72); in light of this, I consider three case-studies in which BSL storytelling practices have been placed in the public domain. Drawing on fieldwork, interviews and the in-depth analysis of BSL performance-texts, I examine the ways in which signing-deaf biculturality is expressed and performed, and consider the artistry involved in storytelling in a visual-spatial-kinetic language. In so doing, a working methodology is proposed for presenting signed material to non-signers, laying the groundwork for further collection and analysis. Applying Bauman and Murray’s concept of ‘Deaf Gain’ (2009), I argue that the study of this new corpus of oral material has a radical contribution to make to the field of ethnology and folklore, not least in highlighting phonocentric assumptions embedded in the study of oral traditions. I emphasise the extent to which the transmission of culture is predicated on particular ‘techniques of the body’ (Mauss 1973), and argue that, in drawing on different modality-specific affordances, both spoken and signed storytelling should be understood as part of the totality of Scotland’s ‘corp-oral’ traditions through which culture is transmitted ‘by performance of body.’
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Akach, Philemon, i Jacobus A. Naude. "Empowering marganalised culture : the institution of South African sign language at the University of the Free State". Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/510.
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Published ArticleThis paper aims to describe the state of South African Sign Language (SASL) at the University of the Free State (UFS). It provides background to the development of SASL, the development of Deaf education, the teaching of sign language and sign language interpreting at the UFS, research and community development. SASL is one of the languages offered at the UFS. The University has been involved with ground-breaking research to implement a training course on all levels of tertiary education. Students can complete a degree in sign language and also do postgraduate studies in sign language and sign language interpreting. This article aims to indicate how teaching of SASLas an official language empowers marginalised culture.
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Claudio, Janaína Pereira. "A cultura dos sujeitos comunicantes surdos: construções da cidadania comunicativa e comunicacional digital no facebook". Universidade do Vale do Rio dos Sinos, 2016. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6044.
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A presente pesquisa busca compreender os processos comunicativos digitais nos usos e nas apropriações das mídias, especificamente, a rede social Facebook, pelos sujeitos comunicantes surdos. A pesquisa é fundamentada em argumentos teóricos que trabalham os conceitos de cultura (CORTINA, 2005), cultura surda (STROBEL, 2013), cibercultura (LEMOS, 2013), cidadania comunicativa (CORTINA, 2005), comunidade (BAUMAN, 2003), globalização (GARCÍA CANCLINI, 2007), mediação (WOTTRICH, SILVA e RONSINI, 2009), midiatização (MALDONADO, 2002) e mundialização (ORTIZ, 2003). Para que se pudessem desenvolver as práticas investigativas acerca dos usos das mídias e do Facebook pelos sujeitos comunicantes surdos, optou-se por um percurso transmetodológico (MALDONADO, 2012) a partir de uma perspectiva etnográfica (HINE, 2004), estruturada em combinações técnicas como a análise de materiais de arquivo nos ambientes digitais, que são fruto de uma sistemática observação; procedimentos de aplicação de questionários: blocos temáticos e entrevistas etnográficas, com os relatos de trajetórias de vida dos quatro entrevistados surdos que registram vivências e deslocamentos territoriais digitais e novas formas de comunicação em comunidades surdas no Brasil. Por meio da análise das trajetórias históricas midiáticas, sinalizadas pelos sujeitos comunicantes surdos, sobre questões que expressam suas construções culturais e de cidadania comunicativa, desenhamos as principais apropriações comunicacionais destes sujeitos em sua inter-relação com as mídias. Os resultados da pesquisa mostram que o sujeito comunicante surdo vive e dá importância à sua necessidade comunicacional e informacional para resolver suas práticas cotidianas pessoais e profissionais. Os resultados também indicam que o domínio e a prática de sua língua natural são exercícios relevantes de cidadania comunicativa surda, o que representa uma contribuição comunicativa e cultural relevante ao cidadão surdo nos modos de vida midiatizados. Desse modo, as interações e experiências digitais estabelecem diferentes processos e conexões, que os vinculam à Cultura Surda, à Língua dos Surdos, à Comunidade Surda Mista e à Sociedade.
The present study seeks to understand the digital communication processes in use and the appropriation of the media, specifically, the social network Facebook, by deaf interconnecting. The research is based on theoretical arguments that work the concepts of culture (CORTINA, 2005), deaf culture (STROBEL, 2013) cyberculture (LEMOS, 2013), communicative citizenship (CORTINA, 2005), community (BAUMAN, 2003), globalization (GARCÍA CANCLINI, 2007), mediation (WOTTRICH, SILVA and RONSINI, 2009), mediatization (MALDONADO, 2002) and globalization (ORTIZ, 2003). To develop investigative practices about the uses of media and Facebook by deaf interconnecting, chosen the methodological approach cited by Maldonado (2012) from an ethnographic perspective (HINE, 2004), structured in technical combinations like archival material analysis in digital environments, which are the result of a systematic observation; proceedings of questionnaires application: thematic blocks and ethnographic interviews, with reports of life trajectories of the four deaf interviewees that record experiences and digital territorial displacements and new forms of communication in deaf communities in Brazil. Through the analysis of media historical trajectories, signaled by deaf interconnecting on issues that express their cultural constructs and citizenship practices, we design the main communicational appropriations of these subjects in their relationship with the media. The survey results show that the deaf interconnecting lives and gives importance to his communicational and informational need to solve their personal and professional daily practices. The results also indicate that the domain and the practice of their natural language are relevant exercises of deaf communicative citizenship, which represents an important communicative and cultural contribution to the deaf citizens in their media life ways. In this way, the interactions and digital experiences establish different processes and connections, which link to the deaf culture, the language of the deaf, the deaf community and the society.
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Furtado, Rita Simone Silveira. "Narrativas identitárias e educação : os surdos negros na contemporaneidade". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/49810.
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O título da presente Dissertação de Mestrado realizada, na linha de Pesquisa Estudos Culturais em Educação é, Narrativas Identitárias e Educação: Os Surdos Negros na Contemporaneidade. Objetiva investigar questões referentes à “dupla diferença”, tendo, como foco de análise, narrativas de surdos negros e os significados de ser “duplamente diferentes”. Busco nesta pesquisa conhecer as narrativas de surdos negros, concebidos aqui como sujeitos “duplamente diferentes”, pois trazem consigo representações e estereótipos produzidos culturalmente, sendo transmitidas às próximas gerações através da linguagem. Ao realizar as análises busco aporte teórico em autores como Amaral (2004, 1998), Lobo (2008), Skliar (2005), Gallo (2005), Rodrigues (2008) e outros, os quais realizam pesquisas e discussões sobre estas temáticas. A fim de conhecer como os surdos negros se narram, realizo análise dos perfis dos alunos do Curso de Licenciatura em Letras- Libras, turma 2008. Perfis esses que são postados pelos alunos no Espaço Virtual de aprendizagem do Curso. Realizo também, entrevistas com alguns surdos negros, alunos desse Curso e com alunos de escolas de surdos localizadas em Porto Alegre. Durante o texto abordo questões relacionadas à diferença, deficiência, concepções de surdez, cultura(s) surda(s), estereótipos e as desigualdades sociais existentes no Brasil entre negros e brancos. Ao analisar os materiais empíricos foi possível evidenciar que a maioria dos surdos negros entrevistados durante a pesquisa afirma não ter passado por situações em que o preconceito por serem surdos negros foi “escancarado”; no entanto, há aqueles que relatam que já foram discriminados por serem “duplamente diferentes”. Há ainda surdos negros que reconhecem a “dupla diferença”; mas, afirmam que as duas não formam um todo e não constituem uma unidade. Explicam que a dupla diferença é marcada, que o preconceito ocorre sim, mas é algo que não é explícito e não aparece em um único bloco, por serem surdos negros. Mas em alguns momentos e com algumas pessoas o preconceito ocorre porque são surdos; em outros, porque são negros. No que se refere à análise dos perfis, não foi possível encontrar nesse Espaço Virtual perfis em que os alunos se autodeclaram negros. Assim, esse é um local que eles se identificam como surdos somente. Possivelmente há surdos negros, mas não é possível encontrá-los através do perfil. Cabe salientar, que praticamente todos iniciam suas apresentações identificando-se como surdos, sem mencionar a questão da negritude.The title of this Master's Thesis that was developed on line of Cultural Studies in Education Research is Narratives of Identity and Education: The Deaf and Black people in the Contemporaneity. The main objective is to investigate points regarding the “double difference”, and, as the focus of analysis, narratives of black deaf and meanings of being “doubly different”. In this research I seek to know the stories of black deaf, designed here as subjects “doubly different”, because they bring with them representations and stereotypes culturally produced that are transmitted to subsequent generations through language. When performing analysis on authors, I seek theoretical support in authors such as Amaral (2004, 1998), Lobo (2008), Skliar (2005), Gallo (2005), Rodrigues (2008) and others, which conduct research and discussions on these topics. In order to know how the deaf black are telling about themselves, I perform analysis of the students profiles from the Bachelor Studies of Letras-Libras (Brazilian Sign Language), class 2008. These profiles that are posted by students in the Virtual Learning Space from the Course. I conducted also interviews with some deaf black students in this course and students in deaf schools located in Porto Alegre. In this the text I approach issues related to the difference, disability, conceptions of deafness, culture(s) deaf, stereotypes and social inequalities in Brazil between blacks and whites. When analyzing the empirical material it was possible to show that the majority of deaf black respondents during the survey say they have experienced situations in which prejudice because they are deaf blacks was "wide open"; however, there are those who report that they have been discriminated against for being "doubly different". There is still deaf dark that recognize the "double difference", but they said the two differences do not make a whole and does not constitute a unit. They explain that the double difference is marked, that prejudice is yes, but it is something that is not explicit and does not appear in a single block, being deaf and black. But at some times and some people the bias occurs because they are deaf, and in others because they are black. As regards the analysis of the profiles, we couldn’t find in Virtual Space profiles in which the students call themselves black. So this is a place that they identify themselves as deaf only. Possibly there is black deaf, but you cannot find them through the profile. It should be noted that virtually all presentations start identifying themselves as deaf, not to mention the question of blackness.
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Taylor, Blaine J. "The development and Writing of a Children's Story to Promote an Awareness of Deaf Culture and AMerican SIgn Language". DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/2514.
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Many advocates of the deaf fear that a whole generation of deaf children will be lost emotionally, socially, and educationally, this fear stems from the fact that many children who are deaf are not having their linguistic, sociocultural. and communicative needs met at home or at school (King, 1993). Their needs are not met primarily for three reasons. First. the hearing culture is often inaccessible to them because they do not understand most of the spoken language around them. When children lack the communicative abilities to interact with the hearing culture, they can not be expected to be knowledgeable of that culture, to participate in that culture, or to establish an identity as a part of that culture. Secondly, Deaf culture is unknown to many children who are deaf. Ninety percent of children who are deaf are born into hearing families who are unaware of Deaf culture (Moores, 1987). Most children who are deaf and hard of hearing do not know about Deaf culture until they become involved in it through a residential school for the deaf or the Deaf community (Padden & Humphries. 1988). Thirdly. Deaf culture. history. heritage. and American Sign Language are not taught as part of the curriculum in most schools nor in the mainstreamed or self-contained classrooms (Gannon. 1990).
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Silva, Claudionir Borges da. "Corredores do silêncio : territórios e territorialidades de resistência da cultura surda". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/128033.
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Territorialidade de resistência é a denominação dada nesse trabalho para os grupos de cultura de identidade que contestam a imposição da cultura majoritária a partir da sua singularidade de grupo que tentam preservar e ampliar seus projetos políticos de expansão de suas territorialidades. Esse trabalho apresenta indicativos metodológicos para a análise dessas territorialidades, cuja reflexão parte da discussão sobre a territorialidade de resistência da cultura surda com enfoque na língua brasileira de sinais (Libras) como elemento fundamental para a constituição das comunidades surdas como grupo de cultura de identidade. Para comprovar a constituição das comunidades surdas em territorialidades de resistência, são empregadas metodologias e referenciais teóricos da Nova História Cultural. Essas metodologias envolvem a análise de discurso da autobiografia entusiástica e interpelação presente nos depoimentos de surdos extraídos das obras de Strobel (2008) e Costa (2007). A seleção dos fragmentos dos depoimentos dos entrevistados apresentados pelas duas pesquisadoras citadas seguiu três critérios: utilização da língua de sinais em condições desfavoráveis como forma de resistência à vigilância ouvinte; atitudes e medidas de repressão aos surdos por usarem a língua de sinais; narrativas dos surdos que tomam a língua de sinais como principal elemento identitário. Nos depoimentos citados são destacados em negrito os fragmentos dos discursos referentes aos três critérios mencionados com o intuito de comprovar a utilização da língua de sinais como mito fundacional da cultura surda e a respectiva constituição de territorialidade de resistência. Trata-se, portanto, da análise de fontes secundárias com utilização metodológica da Nova História Cultural mediante a análise de fragmentos de discurso que expressem a interpelação, a autobiografia entusiástica e o uso da língua de sinais como mito fundador que fortalece as comunidades surdas enquanto grupo de cultura de identidade a partir da autodenominação de povo surdo.Territoriality of resistance is the name given in this thesis for the identity culture groups that challenge the imposition of the majority culture on the basis of their group singularity, and which try to preserve and enhance their political projects of expansion of their territorialities. This study presents methodological indicatives for the analysis of these territorialities, a reflection on the basis of the discussion about territoriality of resistance of the deaf culture with a focus on the Brazilian sign language (Libras) as a fundamental element for the constitution of deaf communities as a culture and identity group. To substantiate the assertion that deaf communities are territorialities of resistance, methodologies and theoretical references from the New Cultural History are employed. These methodologies involve discourse analysis of the enthusiastic autobiography and questioning present in testimonies by deaf people extracted from the works of Strobel (2008) and Costa (2007). The selection of testimony fragments of the interviewees presented by the two authors followed three criteria: utilization of sign language in unfavorable conditions as a form of resistance to the listening vigilance; attitudes and measures of repression of deaf people for their usage of sign language; narratives of deaf people that take sign language as their main identity element. In the cited testimonies, the portions dedicated to these three criteria are in bold with the intention of substantiating the claim that the usage of sign language is the founding myth of deaf culture and the corresponding constitution of a territoriality of resistance. It is, therefore, the analysis of secondary sources with usage of New Cultural History methodologies through the analysis of discourse fragments that express questioning, enthusiastic autobiography and the usage of sign language as a founding myth that strengthens the deaf community as a culture and identity group on the basis of the self-determination of the deaf people.
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Belo, José Tiago Ferreira. "Representações surdas sobre a língua de sinais no Facebook". Universidade do Vale do Rio dos Sinos, 2016. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7201.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
PROEX - Programa de Excelência Acadêmica
A presente Dissertação apresenta uma análise de representações que os surdos fazem sobre a língua de sinais a partir da rede social Facebook. Para tanto, foram tomadas como base as reflexões de Stuart Hall, sobretudo as relacionadas à constituição das culturas e à representação. A partir dessas reflexões, o conceito de representação foi utilizado como uma ferramenta teórico-metodológica. Desta forma, foram analisadas publicações em grupos e páginas do Facebook com grande concentração de surdos. Essas publicações realizadas por surdos se apresentam em forma de postagens ou comentários, em língua brasileira de sinais ou em português escrito, contendo depoimentos públicos de surdos usuários do Facebook. Com base nas análises do material, constituído por vídeos, textos e imagens compartilhadas no Facebook, percebeu-se que a importância atribuída à língua de sinais pelos surdos vem sendo representada como um ícone de uma comunidade visual; como sinônimo de identidade Surda; como língua surda própria; como instrumento de acessibilidade; como língua brasileira; e como possibilidade de empoderamento surdo. Os surdos ainda têm gerado mais contato entre eles a partir do uso do Facebook, se esforçam na busca de mais tecnologias nessa rede social, a partir do uso de mídias audiovisuais em que seja possível registrar a língua de sinais, como também por meio de aplicativos on-line de conversação dentro do Facebook.
This dissertation presents an analysis of representations that the deaf do on the sign language from the social network Facebook. For that, the reflections of Stuart Hall, mainly those related to the constitution of the cultures and the representation, were taken as base. From these reflections, the concept of representation was used as a theoretical-methodological tool. In this way, publications were analyzed in groups and Facebook pages with a high concentration of deaf people. These publications by the deaf appear in the form of posts or comments, in Brazilian sign language or in written Portuguese, containing public testimonies of deaf Facebook users. Based on the analysis of the material, made up of videos, texts and images shared on Facebook, it was noticed that the importance given to sign language by deaf people has been represented as an icon of a visual community; As a synonym for Deaf identity; As a deaf tongue itself; As an instrument of accessibility; As a Brazilian language; And as a possibility of deaf empowerment. The deaf have still generated more contact between them from the use of Facebook, strive to find more technologies in this social network, from the use of audiovisual media in which it is possible to register the sign language, as well as through applications Online conversation within Facebook.
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Brightman, Beth Lilessie Cagle. "The Relationship Between Attitudes and Perspectives of American Sign Language University Students Towards Deaf People". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4868.
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Munro, Louise Ellen. "The development and evaluation of a culturally affirmative counselling model for deaf clients in Australia". Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/46997/1/Louise_Munro_Thesis.pdf.
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In Australia, there is only one, newly established, dedicated mental health service catering specifically for the signing *Deaf community. It is staffed by four part-time hearing professionals and based in Brisbane. There are currently no Deaf psychologists or psychiatrists and there is no valid or reliable empirical evidence on outcomes for Deaf people accessing specialised or mainstream mental health services. Further compounding these issues, is the fact that there are no sign language versions of the most common standardised mental health or psychological instruments available to clinicians in Australia. Contemporary counselling literature is acknowledging the role of the therapeutic alliance and the impact of 'common factors' on therapeutic outcomes. However, these issues are complicated by the relationship between the Deaf client and the hearing therapist being a cross-cultural exchange. The disability model of deafness is contentious and few professionals in Australia have the requisite knowledge and understanding of deafness from a cultural perspective to attend to the therapeutic relationship with this in mind. Consequently, Deaf people are severely disadvantaged by the current lack of services, resources and skilled professionals in the field of deafness and psychology in this country. The primary aim of the following program of research has been to propose a model for culturally affirmative service delivery and to provide clinicians with tools to evaluate the effect of their therapeutic work with Deaf people seeking mental health treatment. The research document is presented as a thesis by publication and comprises four specific objectives formulated in response to the lack of existing services and resources. The first objective was to explore the use of social constructionist counselling techniques and a reflecting team with Deaf clients, hearing therapists and an interpreter. Following the establishment of a pilot counselling clinic, indepth semi-structured interviews were conducted with two long-term clients following the one year pilot of this service. These interviews generated recommendations for the development of a new 'enriched' model of counselling to be implemented and evaluated in later stages of the research program. The second objective was to identify appropriate psychometric measures that could be translated into Australian Sign Language (Auslan) for research into efficacy, effectiveness and counselling outcomes. Two instruments were identified as potentially suitable; the Outcome Rating Scale (ORS), a measure of global functioning, and the Session Rating Scale (SRS), a measure of therapeutic alliance. A specialised team of bi-lingual and bi-cultural interpreters, native signers and the primary researcher for this thesis, produced the ORS-Auslan and the SRS-Auslan in DVD format, using the translation and back-translation process. The third objective was to establish the validity and reliability of these new Auslan measures based on normative data from the Deaf community. Data from the ORS-Auslan was collected from one clinical and one non-clinical sample of Deaf people. Statistical analyses revealed that the ORS-Auslan is reliable, valid and adequately distinguishes between clinical and non-clinical presentations. Furthermore, construct validity has been established using a yet to be validated sign language version of the Depression, Anxiety and Stress Scale-21 items (DASS-21), providing a platform for further research using the DASS-21 with Deaf people. The fourth objective was to evaluate counselling outcomes following the implementation of an enriched counselling service, based on the findings generated by the first objective, and using the newly translated Auslan measures. A second university counselling clinic was established and implemented over the course of one year. Practice-based evidence guided the research and the ORS-Auslan and the SRS-Auslan were administered at every session and provided outcome data on Deaf clients' global functioning. Data from six clients over the course of ten months indicated that this culturally affirmative model was an effective approach for these six clients. This is the first time that outcome data have been collected in Australia using valid and reliable Auslan measures to establish preliminary evidence for the effectiveness of any therapeutic intervention for clinical work with adult, signing Deaf clients. The research generated by this thesis contributes theoretical knowledge, professional development and practical resources that can be used by a variety of mental health clinicians in the context of mental health service delivery to Deaf clients in Australia.
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Leyhe, Anya A. "An Ethnographic Inquiry: Contemporary Language Ideologies of American Sign Language". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/473.
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Historically, American Sign Language (an aspect of Deaf culture) has been rendered invisible in mainstream hearing society. Today, ASL’s popularity is evidenced in an ethnolinguistic renaissance; more second language learners pursue an interest in ASL than ever before. Nonetheless, Deaf and hearing people alike express concern about ASL’s place in hearing culture. This qualitative study engages ethnographic methods of participant observation and semi-structured interviewing as well as popular media analysis to understand language ideologies (ideas and objectives concerning roles of language in society) hearing and Deaf Signers hold about motivations and practices of other hearing Signers. Although most hearing ASLers identify as apolitical students genuinely seeking to build bridges between disparate communities, I argue that ASLers are most concerned with hearing Signers’ colonization of the language through commoditization and cultural appropriation.
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Örlegård, Petra. "Nyhetsdiskurser om döva : En kvantitativ innehållsanalys och diskursanalys om medierepresentationer av döva och dövhet". Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52957.
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This study investigates the news discourses to find out how deaf people and/or deafness is represented and analyses how the discourses might be affected by or influence common attitudes and prejudices about deaf people and/or deafness. First, however, this study analysed the contents of the news articles quantitatively in order to find frequencies of different news topics with references to deaf people and/or deafness and whether deaf people were allowed to talk or not. After the content analysis, ten articles were selected for the discourse analysis. The results of the content analysis show that deaf people are represented and allowed to talk in most of the articles, but that hearing people are also represented in a majority of the articles. Most articles are about culture and personalities, but there are also articles about for example sign language and hearing devices. Most deaf people are represented as individuals, but they are also represented as representatives for the deaf and as both individuals and representatives. The discourse analysis shows that deaf people are represented as a linguistic and cultural minority in both cultural and personal discourses but represented as broken and in need of being fixed for integration in society in medical discourses. In medical discourses, only experts talk about deafness and no deaf people are represented. In other discourses, both deaf and hearing people talk about deaf people, sign language and deaf culture. In some of the discourses, however, it is clear that deaf people are represented from the hearing viewpoint on deafness. There were discursive discrimination of deafness in medical discourses but occurred rarely in other discourses except when the medical view on deafness is present. Deaf people are represented as a minority distinct from the hearing majority in most articles and some of the cultural discourses show attempts to build a bridge between the deaf world and the hearing society. The majority of the discourses point to pluralism as a social practice but some of those discourses also point to inclusion and exclusion as social practices. The medical discourses however point to both assimilation and exclusion as social practices.
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Paixoto, Janaína Aguiar. "O registro da beleza nas mãos: a tradição de produções poéticas em língua de sinais no Brasil". Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/9184.
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Based on the assumption that the analysis and the comprehension of texts play a fundamental role in the acquisition of any language, the proposal of the present work, by pointing to the textual genre poetry in Brazilian Sign Language, as literary productions of Brazilian deaf subjects, reflects the Need for appreciation of these flagged texts and their authors, the deaf poets. As well as the identification of a vast open field for investigations: the rarely studied area known as Deaf Literature. Based on this reality and based theoretically in Hegel (2004), Sutton-Spence (2005) and Edgar-Hunt (2013) the research has as general objective to investigate the elements present in the poetic productions signaled and the voice of the tradition of the community called Brazilian Deaf Community who determine the signaled texts that should be considered as literary works belonging to the Deaf Literature. Thus, a qualitative research with survey and analysis of digital media, which contemplates the poetic universe of the Brazilian Sign Language (LIBRAS), in which (70) seventy poetic works of deaf authors were cataloged and available on Internet sites and in digital media produced by the LSB video. The research was carried out in the city of João Pessoa - PB with the participation of representatives of the Brazilian deaf community (deaf people from different states, students of Arts course with qualification in Brazilian Sign Language (Libras) in the distance modality of the virtual UFPB), acting in the validation of comparative analysis of the signed texts presented in three experiments. In view of the appreciation of these works, several specificities of the visual record of these flagged poems were listed, of which twenty-five (25) aesthetic elements were identified most frequently in the three experiments carried out during the research. In addition, it was verified where these poems appeared (events, associations and churches), investigating the influence of deaf poets from other countries in the style of deaf Brazilian poets, identifying the themes and analyzing the structure of these poems. In view of these and other data obtained in this work, the hypothesis was confirmed that the subjective elements of the poetry signaled, identified by a voice of a recent tradition, are decisive for the consecration of a work, since they are part of the set also composed of cinematographic and linguistic elements. Therefore, through this literary rescue of the poetic works of the Brazilian Deaf Literature that emerges from a signaled tradition, the intention was to contribute with data for the understanding, divulgation and valorization of these works with the esthetic value in the signaling hands.
Partindo do pressuposto de que a análise e a compreensão de textos desempenham um papel fundamental na aquisição de qualquer língua, a proposta do presente trabalho ao direcionar para o gênero textual poesia em Língua Brasileira de Sinais, enquanto produções literárias dos sujeitos surdos brasileiros, reflete a necessidade de valorização destes textos sinalizados e de seus autores, os poetas surdos. Bem como, a identificação de um vastíssimo campo aberto para investigações: a área raramente estudada denominada Literatura Surda. Com base nesta realidade e embasada teoricamente em Cândido (1976), Hegel (2004), Sutton-Spence (2005) e Edgar-Hunt (2013) a pesquisa tem como objetivo geral investigar os elementos presentes nas produções poéticas sinalizadas e a voz da tradição da comunidade linguística denominada comunidade surda brasileira que determinam os textos sinalizados que devem ser considerados como obras literárias pertencentes à Literatura Surda. Sendo assim, uma pesquisa de cunho qualitativo com levantamento e análise de mídia digital, que contempla o universo poético da LIBRAS, no qual foram catalogadas (70) setenta obras poéticas de autores surdos disponíveis em sites da internet e em mídia digital produzida pela LSB vídeo. A pesquisa foi desenvolvida na cidade de João Pessoa - PB com a participação de representantes da comunidade surda brasileira (surdos de diversos estados, alunos do curso Letras com habilitação em Libras na modalidade à distância da UFPB virtual), atuando na validação da análise comparativa diante dos textos sinalizados apresentados em três experimentos. Diante das apreciações das obras, diversas especificidades do registro visual destas poesias sinalizadas foram elencadas, dentre elas, vinte e cinco (25) elementos estéticos foram identificados com mais frequência nos 3 experimentos realizados durante a pesquisa. Além disto, foi verificado onde surgem estas poesias (eventos, associações e igrejas), investigada a influência de poetas surdos de outros países no estilo de poetas surdos brasileiros, identificadas as temáticas e analisada a estrutura destas poesias. Diante destes e outros dados obtidos neste trabalho foi confirmada a hipótese de que os elementos subjetivos da poesia sinalizada, identificados por uma voz de uma tradição recente, são determinantes para a consagração de uma obra, pois eles fazem parte do conjunto composto também de elementos cinematográficos e linguísticos. Com isto, por meio deste resgate literário das obras poéticas da Literatura Surda Brasileira que emerge de uma tradição sinalizada, a intenção foi contribuir com dados para a compreensão, divulgação e valorização destas obras com o valor estético nas mãos sinalizadoras.
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Silva, Francisco Uélison da. "Surdos/as que se constroem surdos/as: o despontar do Movimento linguístico-cultural surdo na cidade de Cajazeiras/PB". Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9897.
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This study aimed to investigate the emergence of the Deaf Movement in the city of Cajazeiras, in the state of Paraiba, Brazil, based on initiatives carried out before, during and after the movement called Setembro Azul (Blue September), a movement known nationally as an aggregator of the Daf community. Through action research, as a research-intervention process, it was possible to hold the first Setembro Azul in 2015 in Cajazeiras. Therefore, the event had two purposes: to serve as an object of research, and to encourage Deaf people to organize themselves around their linguistic-cultural rights. The specific objectives were: to verify participants' perceptions about their inclusion processes; to identify their forms of communication - whether by LIBRAS (Brazilian Sign Language) or by spontaneous gestures; and to evaluate the status given to LIBRAS by the Deaf, observing theoretical categories such as culture, identity and difference. Therefore, the theoretical scope of this dissertation is in the field of Cultural Studies in Education, which seeks to shift the discussion of minorities from the margins to the center, focusing on differences as a central category for re-signification of social and school practices. Data generated through systematic observation of the moments involving Setembro Azul/2015, and by discussions in a focus group showed that the first contacts with sign language occurred in the special school, an opportunity interrupted when the school was closed. The Deaf people of Cajazeiras/PB are in the process of building their Deaf Identities, a fact evidenced by their desire to be together with their peers, the founding of a Deaf Association, and the invitation to isolated Deaf persons to join the group. Regarding the right to education, their demands are: the creation of a Bilingual School, where LIBRAS is the First Language enabling interaction among Deaf people, students and teachers; and the availability of interpreters in various public spaces.
Este estudo tem como objetivo investigar o despontar do Movimento Surdo na cidade de Cajazeiras/PB, a partir das iniciativas realizadas antes, durante e após o movimento intitulado Setembro Azul/2015. Esse objetivo foi possível de ser alcançado devido à ação investigativa, em forma de pesquisa-intervenção, a qual viabilizou a existência do Setembro Azul/2015, movimento conhecido nacionalmente como agregador da comunidade Surda, primeiro a ser realizado na cidade de Cajazeiras/PB. Desse modo, o evento teve dupla finalidade: servir de objeto para a presente pesquisa e buscar incentivar as pessoas Surdas a se organizarem em torno de seus direitos linguístico-culturais. Para tanto, estipulamos como objetivos específicos: verificar a percepção dos/as participantes sobre seus processos de inclusão; identificar suas formas de comunicação - se eram usuários da LIBRAS (Língua Brasileira de Sinais) ou se a comunicação se dava por meio de gestos espontâneos; avaliar o status dado à LIBRAS pelos Surdos/as, observando as categorias teóricas cultura, identidade e diferença. O escopo teórico da dissertação se insere no campo de conhecimentos dos Estudos Culturais da Educação, o qual procura deslocar a discussão das minorias das margens para o centro, focando as diferenças como categoria fulcral a ser considerada na ressignificação das práticas sociais e escolares. Os dados revelados, por meio de observações sistemáticas dos momentos que envolveram o Setembro Azul/2015 e discussões em grupo-focal, mostraram que foi no espaço da escola especial onde ocorreram os primeiros contatos com os sinais, oportunidade interrompida com o fechamento da referida escola; as pessoas Surdas da cidade de Cajazeiras/PB estão em processo de construção de suas Identidades Surdas, fato constatado pelo desejo de estarem juntas com seus pares, com a fundação de uma Associação de Surdos e o chamamento para participar do grupo os/às Surdos/as que vivem isolados. No que diz respeito ao direito à educação, faz parte de suas reinvindicações: a criação de uma Escola Bilíngue, onde a LIBRAS se constitua a L1, na interação com pessoas Surdas, alunos/as e professores/as; e a disponibilidade de intérpretes nos espaços públicos diversos.