CV Lattes
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Universidade Federal de São Carlos (UFSCAR). Centro de Educação e Ciências Humanas (CECH) (Institutional affiliation for the last research proposal) Birthplace: Brazil
graduate at Fonoaudiologia from Universidade de São Paulo (1984), master's at Education from Universidade Estadual de Campinas (1992) and ph.d. at Education from Universidade Estadual de Campinas (1996). Has experience in Speech Therapy, acting on the following subjects: surdez, fonoaudiologia, linguagem, abordagem bilingue and lingua de sinais. (Source: Lattes Curriculum)
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The school development of deaf students largely depends on his mastery of Brazilian Sign Language (Libras). However, Libras is not routinely developed in the family environment, and this mastery needs to be achieved mainly in the school environment, in which it is expected that the deaf student finds peers and interact through such language. Therefore, it resembles the development of oral…
The school development of deaf students largely depends on his mastery of Brazilian Sign Language (Libras). However, Libras is not routinely developed in the family environment, and this mastery needs to be achieved mainly in the school environment, in which it is expected that the deaf student finds peers and interact through such language. Therefore, it resembles the development of oral…
The current educational policy establishes the inclusion of all children in the regular school, with respect to their necessities and peculiarities, but these cares not always are given. This is the case of school inclusion children and young deaf people due to their difficulty of access to the language used by the majority, handicapping them as regards teaching-learning processes. Thus, …
Deaf education is a very actual and controversial theme. Deaf student after years of school participation does not present a satisfactory academic performance and, in general, main goals of basic education are not achieved. Recent studies show, as a main factor for this presented failure, the fact of special linguistic condition of deaf community is not respected. Scholar contents are adm…
Based on a research previously carried out in partnership between the University of Barcelona, Spain and the Federal University of São Carlos, Brazil, which consisted on the elaboration of a proposal for a tool to assess understanding in Catalan sign language by deaf students, it was elaborated also in Brazil a similar tool, the "Libras comprehension assessment tool" (FACLibras), which ai…
The current educational policy indicates the inclusion of all children in regular schools, respecting their needs and peculiarities, however these points are not always provided. Difficulties of access the language, the deaf are priced out of the processes of teaching and learning. It is extremely important to develop pedagogical practices attentive to the needs of this population, initia…
The Education of deaf students has been a recent issue concerning the debates over Education system's inclusion. Specially regarding the methods applied to teaching such individuals. Hence it becomes more relevant to intensify the studies concerning teaching LIBRAS (Brazilian sign language) to these students, since it reveals to be efficient for broadening the communication skills and as …
The school development of deaf students largely depends on his mastery of Brazilian Sign Language (Libras). However, Libras is not routinely developed in the family environment, and this mastery needs to be achieved mainly in the school environment, in which it is expected that the deaf student finds peers and interact through such language. Therefore, it resembles the development of oral…
| 1 / 1 | Ongoing research grants |
| 13 / 3 | Completed research grants |
| 1 / 1 | Ongoing scholarships in Brazil |
| 9 / 3 | Completed scholarships in Brazil |
| 2 / 1 | Completed scholarships abroad |
| 26 / 9 | All research grants and scholarships |
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(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
| Publications | None |
| Citations | None |
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| Data from Web of Science | |
CRISTINA BROGLIA FEITOSA DE LACERDA; MARTA GRÀCIA; MARIA JOSEP JARQUE. Línguas de Sinais como Línguas de Interlocução: o Lugar das Atividades Comunicativas no Contexto Escolar1. Rev. bras. educ. espec., v. 26, n. 2, p. 299-312, Jun. 2020. (16/13276-2)
CRISTINA BROGLIA FEITOSA DE LACERDA. O que dizem/sentem alunos participantes de uma experiência de inclusão escolar com aluno surdo. Rev. bras. educ. espec., v. 13, n. 2, p. 257-280, Ago. 2007.
LACERDA‚ C.B.F.. O que dizem/sentem alunos participantes de uma experiência de inclusão escolar com aluno surdo; What students say/feel about their experience of inclusion in school with a deaf student. Revista Brasileira de Educação Especial, v. 13, n. 2, p. 257-280, 2007.