O ensino de Libras e o desenvolvimento das funções psicológicas superiores por meio do lúdico em surdos e ouvintes no mesmo contexto escolar

Abstract

This Thesis discusses the development of higher psychological functions in deaf and hearing people through Libras. Motivations regarding the theme arose from the need to reflect on the inclusion of deaf students in regular education, enabling the attendance of all students in the classroom, according to their specificities, considering learning and development necessary for citizen. Thereunto, the research aims at analyzing contributions of Libras through ludic in development of higher psychological functions in deaf and hearing students in the same school context. Theoretical scope chosen for the research was Historical-Cultural Theory. Methodology used was action research, applied approach, based on fieldwork. Data collection was analyzed y using a qualitative-interpretative approach. Instruments used for data collection were photographs, observations, and videos of teaching situations with the chosen subjects. The research was carried out in a class of Basic Education with twenty-four students, in a regular school, which has a deaf student, along with hearing students. Locus of the research is a school located in a countryside municipality of the State of Paraná, Brazil. When conducting a search in the Scientific Electronic Library Online (SciELO) and Digital Library of Theses and Dissertations (BDTD) databases, it was found out the absence of studies which discussed development of higher psychological functions through Libras in deaf and hearing people in the same school context. Therefore, the research is justified and sustained by this absence. Thereby, research was conducted on teaching Libras, in which the Two-Way game is inserted as a mediating instrument for the appropriation and fixation of Libras content to deaf and hearing students, while the development of functions Higher psychological functions was analyzed, because games stimulate attention, concentration and memory. As a result, findings show that deaf and hearing students: a) developed the higher psychological functions used; b) understood Libras as a distinct and necessary language for communication; and c) learned sign language through games as a mediating instrument.