The interection of the deaf child from Historical Cultural Theory: possibility of development

Abstract

The present research has as main objective to understand, in the space of early childhood education, how the interactions between the deaf child and the social environment in which it is inserted happens and from which it is partquipe, in a municipal childhood education unit, situated in the urban area of the municipality of Santarém / Pará. It is a research that seeks to be inspired by the presuppositions of the Historical Cultural Theory that understands human development from social and cultural relations. The instruments for data production has consisted of observations noted in field diary and semi-structured interviews. The subjects involved were 4 teachers (3 listeners and 1 deaf) and a deaf child, the data came from the years 2018 and 2019. Specific objectives a) to observe how the teacher's pedagogical practice takes into account the deaf child in child education b) understand how the teacher organizes the educational space so that the interactions occur c) To problematize how the relationship between the deaf child and their teachers remain. The results described through this category revealed that even teachers knowing the deaf child's communication form, lack of sensitivity was recurrent and this reflected in their pedagogical practices to this child. Thus, the research pointed out that the children's interactions in early childhood education is a dimension that exists and to their cultural development to happen, it's necessary a education that is based on attitudes that enable the constitution of the subjectivity of this child.