Políticas curriculares e práticas pedagógicas para/na educação de surdos no município de Humaitá – Am

Abstract

The present master's thesis text is linked to the line of research I: Teaching of Human Sciences of the Postgraduate Program in Teaching of Sciences and Humanities (PPGECH) of the Institute of Education, Agriculture and Environment (IEAA) from the Federal University of Amazonas (UFAM). The general objective aims to understand how are constituted teaching practices aimed at Deaf Education of teachers working at the Dom Bosco Municipal School of the Municipality of Humaitá – Amazonas, and the connections produced between these practices and the curricular dynamics of this institution. This proposal has the following specific objectives: a) Identify, through the narratives of teachers and the configuration of the school curriculum, how teaching practices are constituted considering the Education of the Deaf at the Dom Bosco Municipal School in Humaitá-AM; b) Understand the process and speeches on Deaf Education in the context of the curriculum documents of the Municipality of Humaitá-Amazonas; c) Survey how teaching works are produced in the context of the Dom Bosco Municipal School, taking into account the guiding documents created specifically for this educational institution. The theoretical-methodological field within which I have been developing and analyzing the data produced is inspired by the field of Cultural Studies. The educational interview (Silveira, 2012) was used as a methodological procedure, anchored by the qualitative research of González Rey (2005, 2015) and case study (Fonseca, 2002 and Yin, 2001). Thirteen (13) teachers participating in this study are linked to the Municipal Department of Education (SEMED), who work in the municipality of Humaitá, in the state of Amazonas. These teachers, through their experiences and pedagogical practices, contributed to the construction of this research. From the narratives presented by the participants, it was possible to identify and understand the different ways in which they construct and develop their teaching practices. These narratives present the strategies, challenges and reflections of teachers in their daily activities.