Reconstituição da trajetória do centro de atendimento especializado na área da surdez (CAES), Campo Largo, Paraná

Abstract

This research aims to investigate the Reconstitution of the Trajectory of the Specialized Service in the Area of the Deafness (CAES), Campo Largo, Paraná and their way of organizing didactic work. The object of investigation is, therefore, the school institution, called CAES (Centro de Atendimento Specialized in the area of Deafness), from 1969 to 2010. The were thus proposed: to grasp the origin and development of the school institution; to verify the intentionality of the specialized area of deafness and the social need that led her to be planned and institutionalized; describe the difficulties encountered and overcome during the their educational trajectory; understanding of the educational relationship that he the educator and the educator in the various phases of the school institution and the didactic resources used to transmit knowledge; and, finally, describe of the physical spaces used where the educational relationship occurred. The justification is based on the fact that this institution of assistance to the deaf student has not been scientific studies and have a history of training that is worthy of registration and of analysis. The research was feasible because the documents were accessible and the teachers and teachers were willing to provide through interviews. The sequence of works is as follows: The first chapter discusses the reconstruction and conceptualization of School in Brazil, using authors such as, Saviani (2007), Sanfelice (2007), Buffa (2007), Buffa and Noronha (2008), among others researching historical construction of educational institutions. The item also proposes a discussion on the historical, theoretical and methodological aspects of deaf education in Brazil, based on authors such as Soares (1999), Goldfeld (2002) and Reily (2007). In the second chapter, the methodological procedures adopted for the conducting the research, with documentary analysis and interviews semestruturadas, performed with teachers who work and who acted in time with the education of the deaf in the Municipality of Campo Largo, PR. The article also presents the Historical Reconstruction of Deaf Education in this County. In developing the analysis, we sought to identify the social need inserted in the concretization and mobilization when the institution of the deaf, considered to have been a deliberate intervention by the Campo Largo, which demonstrates its real purpose, from the beginning to the institutionalization as a provider of formal education for County. The analysis of documentary texts and interviews followed the categories of educational relation, didactic resources used, physical spaces and social need for creation.