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dc.contributor.authorMosca Giroto, Claudia Regina [UNESP]
dc.contributor.authorSartoreto de oliveira Martins, Sandra Eli [UNESP]
dc.contributor.authorRodrigues de Lima, Jessica Mariane [UNESP]
dc.date.accessioned2019-10-04T12:30:32Z
dc.date.available2019-10-04T12:30:32Z
dc.date.issued2015-01-01
dc.identifier.citationRevista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 10, p. 741-757, 2015.
dc.identifier.issn2446-8606
dc.identifier.urihttp://hdl.handle.net/11449/184839
dc.description.abstractThe Brazilian law n. 10.436/2002 (BRASIL, 2002), regulated by the decree n. 5.626/2005 (BRASIL, 2005), provides the insertion of the discipline of LIBRAS (Brazilian Sign Language), on a mandatory basis in Pedagogy, Speech Therapy and other teaching degrees in Higher Education. Based on this legislation, this research, associated with the CAPES' Observatory Program of Education, linked to the network project Accessible Higher Education, aimed to investigate the introduction of this discipline in the curriculum of Pedagogy, Speech Therapy and other teaching degrees in public universities. It also questions the purpose of this discipline in these courses, compared to provisions described in the 2005 decree. We obtained curriculum and lesson plans available in the public domain format and/or forwarded by the coordinator of the courses in question, and the analysis of these documents included the categories: Courses that offer the Libras discipline - divided into Mandatory and Optional disciplines - and Courses that do not offer the Libras discipline. Regarding the lesson plans of the elected categories, we highlight Proposals of the discipline' and Content addressed. According to the results, only four courses offer such disciplines. Other 42 courses do not meet the 2005 decree, a fact that led to the conclusion that obedience to the related regulations has not received the necessary attention in the training of teachers and speech therapists at the university investigated.en
dc.format.extent741-757
dc.language.isopor
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relation.ispartofRevista Ibero-americana De Estudos Em Educacao
dc.sourceWeb of Science
dc.subjectDeafness
dc.subjectTeacher Education
dc.subjectBrazilian Sign Language (LIBRAS)
dc.subjectHigher Education
dc.subjectEducational Policies
dc.titleTeacher Education and Insertion of LIBRAS (Brazilian Sign Language) in Higher Education: Current Perspectivesen
dc.typeArtigo
dcterms.rightsHolderUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionFac Ciencias & Letras
dc.description.affiliationUnesp Univ Estadual Paulista, Fac Filosofia & Ciencias, Dept Educ Especial, Marilia, SP, Brazil
dc.description.affiliationFac Ciencias & Letras, Programa Posgrad Educ Escolar, Araraquara, SP, Brazil
dc.description.affiliationUnesp Univ Estadual Paulista, Programa Posgrad Educ, Fac Filosofia & Ciencias, Dept Educ Especial, Marilia, SP, Brazil
dc.description.affiliationUnesp Univ Estadual Paulista, Fac Filosofia & Ciencias, Pedag, Marilia, SP, Brazil
dc.description.affiliationUnespUnesp Univ Estadual Paulista, Fac Filosofia & Ciencias, Dept Educ Especial, Marilia, SP, Brazil
dc.description.affiliationUnespUnesp Univ Estadual Paulista, Programa Posgrad Educ, Fac Filosofia & Ciencias, Dept Educ Especial, Marilia, SP, Brazil
dc.description.affiliationUnespUnesp Univ Estadual Paulista, Fac Filosofia & Ciencias, Pedag, Marilia, SP, Brazil
dc.identifier.wosWOS:000443043800012
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