Educational context of deaf children
DOI:
https://doi.org/10.5216/revufg.v21.66446Abstract
This article aims to reflect on the educational context of deaf children, recognizing the role of language in the construction of identity and considering that it is constituted from meaning. To this end, we sought to analyze research on the theme, in order to outline an overview of the studies undertaken between January 2018 and December 2019 in Brazil on the aforementioned theme. From the data analysis, the results showed that changes are needed in the educational context of deaf children, in the search for a space for constituting their identity, which refers to the need to reflect on teacher education.
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