Celeste Azulay KELMAN; Angela Uchôa BRANCO

ABSTRACT: We used a qualitative methodological approach, microgenetic analysis, to investigate deaf students and the processes involved in their possible integration in regular elementary school classrooms. An “integration classroom” of an inclusive public school in Brasilia was investigated using a qualitative methodology. The study examined the interactions occurring between teachers and deaf students, as well as those between deaf students and their hearing peers, analyzing communicative and metacommunicative features observed along social interactions. The dyad of teachers investigated in this paper was selected among four dyads, after more than one hundred hours of direct observation. The selection was due to the relevance and variety of verbal and non-verbal actions presented in their communication with students. The study used a microgenetic analysis within the context of a qualitative methodology, since this is the best method for identification and analysis of interactions occurring in the context of the classroom. The socio-cultural constructivist approach here adopted stresses the role of culture and the active participation of the individual in his/her own development. This approach, associated to a microgenetic analysis, consists of the theoretical-methodological perspective that grounds and guides the selection of interactive sequences to be studied, as well as the process of data construction. While identifying strategies and conditions that may facilitate and/or make difficult the integration of students and the occurrence of successful teaching-learning experiences, the present study aims at offering contributions over the factors that might help the inclusion and true integration of deaf students in the context of regular classrooms.

KEYWORDS: deafness; inclusion; communication; microgenesis

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