O Ensino de Administração para Surdos: o caso do Instituto Federal do Acre

Abstract

This research sought to investigate how teachers promote the teaching of administration for the Deaf at the Rio Branco Campus of the Federal Institute of Acre. For this, the following specific objectives were structured: a) To contextualize the teaching of administration in Brazil; b) Present an overview of deafness through history and recent discussions on teaching for the Deaf in Brazil; c) Identify the problems faced by teachers in the teaching of administration for the Deaf in the subsequent courses in Administration and Human Resources technicians; d) Develop an educational product that helps teachers to solve the problems they face. To achieve these objectives, four articles were structured. The first article deals with the organization of business education in Brazil and discussions in the period 2015-2019. The second article makes a retrospective on the universe of deafness and the education of the Deaf and discussions in the period 2015-2019. The third article presents the results of the research carried out with professors from the teaching of Administration. The fourth article refers to the proposal of criteria for the construction of an educational product to contribute to the resolution of problems identified in the research. The research method used was the deductive one, through applied research with an exploratory and descriptive character. For the first and second articles, which deal with the design of the research context, and the fourth, which deals with a conceptual proposal, bibliographic research was used as a method of procedure, with the use of a narrative and systematic review. For the third article, we used the case study according to Gil (2008) with the application of questionnaires, with the responses analyzed as proposed by Gibbs (2009). It was found that the teaching of administration had a highly structured academic organization and recognition in higher education. No specific publications were found dealing with the teaching of administration in high school, despite the same occurring in Brazil since the 1940s, and no publications were found dealing with teaching for the Deaf. In the article on teaching for the Deaf, it became evident that the perception of this linguistic minority group changed throughout history, initially suffering exclusion and segregation, so that from the second half of the twentieth century they began to be treated under the inclusion paradigm, which it is also considered controversial by some authors and members of the Deaf community. Most of the discussions in the theoretical field are based on Marxist educators defending bilingual education, which concentrate most of their studies on the teaching of Sign Language, the importance of the visual-spatial communication channel of the Deaf and the teaching of the Portuguese Language as a second language. Very few references were found on teaching planning for the Deaf, from a didactic point of view. It was verified in the perceptions of teachers and interpreters the need for training related to the universe of the Deaf and the teaching planning process. Finally, a proposal of criteria was presented for the construction of a training educational product in the form of a learning guide aimed at raising teachers' awareness of the context of the Deaf and its factors that facilitate learning, as well as the use of active methodologies and resources. educational planning.