Metodologia SENAI de Educação Profissional - MSEP: construção de cenários para o ensino de surdos

Abstract

Based on the basic principles from the Federal Constitution of 1988, which has as one of its pillars the right to equality of all according to the law and the decrease of inequalities among people, this study aimed to evaluate the SENAI Methodology of Professional Education (MSEP), according to the process of teaching and learning for the Deaf student community. This proposal was based on the fact that the process of inclusion of people with disabilities, happens in all the means and initiates in the majority of the times with education. In this sense, the presence of deaf students who attend the vocational courses offered by the National Industrial Apprenticeship Service (SENAI) has become significant each day. Thus, from this circularity, the guiding question that was present in this work was: is the SENAI Methodology of Professional Education adequate for the deaf community in the context of teaching and learning? The foundations of this research centered on the principles of applied research, with a qualitative focus, based on the basic principles of a case study. The study had 16 participants, including students, teachers, pedagogues and interpreters linked to the SENAI units of Ponta Grossa and Londrina. For the data collection, we used a structured interview, based on the specific objectives. For the structure of the interviews, regarding the formulation of the questions, the parameters of Vieira (2009) were followed. The organization of the data and the analysis followed the indications by Bardin (2011). The data obtained led to the understanding that the teachers receive the information that deaf students would be enrolled during the course and there was a concern about their learning. However, gaps emerged from interviews with the deaf students enrolled at the institution, highlighting the difficulty regarding theoretical content, quick explanations, slides with text and few images. Pedagogues and interpreters emphasize the importance of using materials with images in order to facilitate the understanding of the content by the deaf student. The highlight in the inclusion process was the presence of the interpreter and respect for each student's learning time. In conclusion, it is necessary to plan the activities and differentiate the didactic and methodological resources to be used with the deaf students in the theoretical classes. In this way, an educational product has been developed that has a potential of stimuli focused on the teaching and learning process of the deaf student, elaborated from the assumptions of the teaching of the deaf, in which the images help in the understanding of the contents, leading to the student’s motivation to participate in activities and games to enhance their understanding.