INSTITUTO DE HISTÓRIA E CIÊNCIAS SOCIAIS

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https://repositorio.ufcat.edu.br/handle/tede/3
O Instituto de História e Ciências Sociais é atualmente composto por 04 (quatro) cursos de graduação: História (Licenciatura), História (Bacharelado), Ciências Sociais (Licenciatura), Ciências Sociais (Bacharelado) e 1(um) Programa de pós-graduação stricto sensu (Mestrado Profissional em História). Este Instituto compõem a estrutura da Universidade Federal de Catalão.

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    Narrativas de sujeitos surdos: relatos sinalizados de uma trajetória
    (Universidade Federal de Goiás, 2017-03-17) Almeida, Mara Rúbia Pinto de; Silva, Luzia Márcia Resende; http://lattes.cnpq.br/6942867007882553; Godoi, Eliamar; Campos, Crispim Antônio; Araújo, Maurício Viana de; Santos, Regma Maria dos
    The deafness is a decrease or a loss of the capacity to receive the sound and in a clinical conception is rated into grades, the hearing loss is calculated in decibels, and can reach one or both ears and may happen before or during birth or, also, can be purchase during life. The hearing is the sense which makes us develop the oral language. The impact of the deafness reaches the acquired of the language of this modality. The language is responsible for the structure of thinking and is important for the construction of the human being. The deaf people have the option to communicate through the sign language and through this, see the world from the visual experiences. In this sense, I assumed as general objective, analyze life histories of a deaf people group graduated in superior studies, meaning to registrate their histories. Specifically I tried to identify and point the life characteristics of this group before and after the contact with LIBRAS trying to find something common in their life histories and, at the same time, I decided to elaborate a guide for the teachers about the receiving a deaf student in a regular classroom, thinking of the realization of this research in a program which priories the teachers formation. This study is justified from my experience and contact with LIBRAS and figures out as a research with narrative and descriptive approach. For this, I had the theoretical contribution of: Aguiar (2004); Bornenave (1992), with the description and origin of the human communication, verbal and not verbal. I identify the deaf subjects and educational historic conception with Hall (2006) and Honora (2009). I presented linguistic structure of LIBRAS and the meaning of being a motor visual modality language, through Frydrych (2013), Ferreira (2010) and Capovilla (2011). We agreed with Candinin (2011) and Sarlo (2007) studies when we consider past times as memories liberating and through them we make narratives. The data points to three recurrences: the imposition of the oral speech by the family, the late contact and acquisition of LIBRAS and the difficulties faced in the school process. I observed that the subject identify is constructed and pass by the interactions. Before the contact with LIBRAS they didn’t have presence or autonomy. At last I concluded that through LIBRAS things start to make sense and by the time it is acquired the subject gains the autonomy, in any age and starts to find new paths in an existence didn’t have any direction.