https://repositorio.ifg.edu.br/handle/prefix/66 2026-09-06T18:01:59Z 2026-09-06T18:01:59Z Abreu, Graziela Aparecida de https://repositorio.ifg.edu.br/handle/prefix/2716 2026-05-18T14:03:01Z 2026-02-11T00:00:00Z

Título: Linguagem, alfabetização e letramento da criança surda: a importância da escrita de sinais, SignWriting no processo de aprendizagem Autor(es): Abreu, Graziela Aparecida de Primeiro Orientador: Mendes, Waleria Batista da Silva Vaz Abstract: This study discusses the importance of sign language and sign language writing in the educational development of deaf children, focusing on bilingual education. The research addresses the following question: how does access to sign language and its writing contribute to the learning process of deaf children, especially in literacy and text production? The general objective of this study is to understand the role of sign language and sign language writing in the learning of deaf children. The specific objectives are to analyze the relationship between deaf children and language, to discuss the importance of Brazilian Sign Language (Libras) for child development, and to examine the use of SignWriting as a pedagogical resource in bilingual education. The theoretical framework is based mainly on Stumpf (2005) and other authors who discuss deaf education, sign language, and bilingual education. Sign language is considered the first language of deaf children, while written Portuguese is taught as a second language. The methodology adopted is qualitative bibliographic research, based on the analysis of academic texts related to the theme. The results indicate that early access to sign language is essential for the learning and linguistic development of deaf children. The study also shows that sign language writing helps children organize ideas, produce texts in their own language, and better understand written language. It is concluded that sign language writing supports bilingual education and contributes to a more inclusive educational process for deaf students Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2026-02-11T00:00:00Z Andrade, Andreia Sousa https://repositorio.ifg.edu.br/handle/prefix/2715 2026-05-18T14:02:39Z 2026-02-11T00:00:00Z

Título: O processo de aprendizagem dos alunos com a Síndrome de Lá Tourette Autor(es): Andrade, Andreia Sousa Primeiro Orientador: Mendes, Waleria Batista da Silva Vaz Abstract: This study addresses the learning process and inclusion of students with Gilles de la Tourette Syndrome (TS) in the school context. Tourette Syndrome is a neurological disorder characterized by motor and vocal tics, often accompanied by comorbidities that may interfere with students’ academic performance and social relationships. Considering that this condition is still little known within educational settings, the research is guided by the following problem: what are the main challenges faced by students with Tourette Syndrome in the learning process, and how can schools contribute to their educational inclusion? The general objective of this study is to identify strategies that promote learning and inclusion of children with Gilles de la Tourette Syndrome in schools. The specific objectives include conducting a critical literature review on Tourette Syndrome, analyzing challenges related to its diagnosis and their educational implications, and investigating pedagogical practices and inclusive strategies that support the learning of students with TS in the school environment. The theoretical framework is based on the principles of inclusive education and on Vygotsky’s socio-historical theory, especially regarding pedagogical mediation and the role of social interactions in human development. This is a qualitative study developed through bibliographic research, based on scientific articles published over the last ten years and retrieved from the CAPES Periodicals Portal, SciELO, and Google Scholar databases. The expected results aim to contribute to a broader understanding of Gilles de la Tourette Syndrome in the school context, highlighting the challenges faced by these students and pointing out inclusive pedagogical practices that can support teachers and schools in building a more welcoming, respectful, and inclusive educational environment committed to the learning and development of all students. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2026-02-11T00:00:00Z Silva, Michael Alex Gomes da https://repositorio.ifg.edu.br/handle/prefix/2714 2026-05-18T14:01:44Z 2026-02-11T00:00:00Z

Título: Onde estão os surdos? Um estudo sobre a ausência dos alunos surdos na educação infantil e seus desafios Autor(es): Silva, Michael Alex Gomes da Primeiro Orientador: Mendes, Waleria Batista da Silva Vaz Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2026-02-11T00:00:00Z Santos, Santos Tanael Rodrigues dos https://repositorio.ifg.edu.br/handle/prefix/2713 2026-05-18T14:00:53Z 2026-02-10T00:00:00Z

Título: A importância do material didático na educação bilíngue de surdos Autor(es): Santos, Santos Tanael Rodrigues dos Primeiro Orientador: Vaz, Diego Leonardo Pereira Abstract: This Undergraduate Thesis addresses the Education of Deaf Students, with an emphasis on the importance of appropriate teaching materials in bilingual pedagogical practice. The study aims to analyze how these specific materials contribute to the teaching and learning of deaf students, considering their linguistic and cultural particularities. It highlights Brazilian Sign Language (Libras) as the first language (L1) and Portuguese as the second language (L2), emphasizing the need to guide families and teachers about the linguistic rights of deaf children and the role of bilingualism in schools. The research is based on the principles of bilingual pedagogy, addressing historical, educational, and linguistic aspects related to the challenges of literacy for deaf students. Furthermore, it discusses the development of teaching materials in Libras, grounded in pedagogical experiences that promote language acquisition, knowledge construction, and the autonomy of the deaf student. The theoretical framework, supported by authors such as Quadros (1997), Gesser (2012), and Agrella (2012), contributes to understanding inclusive and effective pedagogical practices aimed at educators, families, and professionals involved in Deaf Education. Editor: Insitituto Federal de Educação, Ciência e Tecnologia de Goiás Tipo: Trabalho de Conclusão de Curso

2026-02-10T00:00:00Z