Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/12555 |
Resumo: | The theme of this research is the beliefs of deaf teachers about the teaching-learning process of written Portuguese for the deaf and is justified by finding the need to collaborate with the development of proposals for the linguistic education of the deaf. The aim is to identify the beliefs of deaf teachers who work in the Specialized Educational Assistance (AEE) of the Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez - CAS in Goiânia, in relation to the teaching-learning process of the written Portuguese language for deaf. Methodologically, this is a qualitative research, which uses the technique of semi-structured interviews as a data collection instrument. This dissertation had as main authors like Bakhtin (1988), Antunes (2011) Lodi (2004), Faria-Nascimento et al (2021), Barcelos (2004) and Lodi, Mélo and Fernandes (2012). The results identified point to three main beliefs, namely: 1) the methodology and adequate teaching material used by the teacher for teaching Portuguese to the deaf are important; 2) it is important to contribute with deaf students in the development of knowledge of words, new vocabularies and meanings, so that they can get to know the Portuguese language, from the Brazilian sign language (Libras); and 3) it is important for the deaf student to make an effort, showing dedication and autonomy, to learn and grow in written Portuguese and to communicate. We identified the belief that it is necessary for the deaf to question the teacher about new words and meanings, with autonomy. We conclude that it is important to highlight the position defended in this dissertation that all good pedagogical practices are not enough if the deaf student cannot communicate in their natural language, in this case, the Brazilian sign language (Libras). And yet, it is necessary to emphasize the mediation of the process of acquisition of the written Portuguese language by the deaf, because it is in the social use that the second language will have its importance. |
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Faria, Juliana Guimarãeshttp://lattes.cnpq.br/9194095774109586Lima, Layane Rodrigues dehttp://lattes.cnpq.br/4876360656318199Faria, Juliana GuimarãesLima, Layane Rodrigues deSilva, Leosmar Aparecido daCampello, Ana Reginahttps://lattes.cnpq.br/7745709084641127Oliveira, Waléria Corcino de2023-01-11T11:59:40Z2023-01-11T11:59:40Z2022-07-28OLIVEIRA, W. C. Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos. 2022. 80 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2022.http://repositorio.bc.ufg.br/tede/handle/tede/12555The theme of this research is the beliefs of deaf teachers about the teaching-learning process of written Portuguese for the deaf and is justified by finding the need to collaborate with the development of proposals for the linguistic education of the deaf. The aim is to identify the beliefs of deaf teachers who work in the Specialized Educational Assistance (AEE) of the Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez - CAS in Goiânia, in relation to the teaching-learning process of the written Portuguese language for deaf. Methodologically, this is a qualitative research, which uses the technique of semi-structured interviews as a data collection instrument. This dissertation had as main authors like Bakhtin (1988), Antunes (2011) Lodi (2004), Faria-Nascimento et al (2021), Barcelos (2004) and Lodi, Mélo and Fernandes (2012). The results identified point to three main beliefs, namely: 1) the methodology and adequate teaching material used by the teacher for teaching Portuguese to the deaf are important; 2) it is important to contribute with deaf students in the development of knowledge of words, new vocabularies and meanings, so that they can get to know the Portuguese language, from the Brazilian sign language (Libras); and 3) it is important for the deaf student to make an effort, showing dedication and autonomy, to learn and grow in written Portuguese and to communicate. We identified the belief that it is necessary for the deaf to question the teacher about new words and meanings, with autonomy. We conclude that it is important to highlight the position defended in this dissertation that all good pedagogical practices are not enough if the deaf student cannot communicate in their natural language, in this case, the Brazilian sign language (Libras). And yet, it is necessary to emphasize the mediation of the process of acquisition of the written Portuguese language by the deaf, because it is in the social use that the second language will have its importance.O tema desta pesquisa são as crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdo e se justifica por ir ao encontro da necessidade de colaborar com o desenvolvimento de propostas para a educação linguística dos surdos. Como objetivo, visa identificar as crenças de professores surdos que atuam no Atendimento Educacional Especializado (AEE) do Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez de Goiânia (CAS-Goiânia), em relação ao processo de ensino-aprendizagem da língua portuguesa escrita para surdos. Metodologicamente, trata-se de uma pesquisa de caráter qualitativo, que utiliza como instrumento de coleta de dados a técnica de entrevistas semiestruturadas. Esta dissertação teve como principais autores Bakhtin (1988), Antunes (2011), Lodi (2004), Faria-Nascimento et al (2021), Barcelos (2004) e Lodi, Mélo e Fernandes (2012). Os resultados identificados apontam três principais crenças, sendo importante: 1) a metodologia e o material didático adequado utilizado pelo professor para o ensino de português para surdos; 2) contribuir com os estudantes surdos no desenvolvimento do conhecimento de palavras, novos vocabulários e significados, para que possam conhecer a língua portuguesa, a partir da língua brasileira de sinais (Libras); e 3) que haja um esforço do próprio estudante surdo, apresentando dedicação e autonomia, para aprender e crescer no português escrito e se comunicar. Identificamos a crença de que é preciso que o surdo questione o professor sobre novas palavras e significados, com autonomia. Concluímos que é importante destacar a postura defendida nesta dissertação de que não basta todas as boas práticas pedagógicas se o estudante surdo não puder se comunicar em sua língua natural, no caso, a língua brasileira de sinais (Libras). E, ainda, é preciso enfatizar a mediação do processo de aquisição da língua portuguesa escrita pelos surdos, pois é no uso social que a segunda língua terá sua importância.Submitted by Dayane Basílio (dayanebasilio@ufg.br) on 2023-01-10T14:51:19Z No. of bitstreams: 2 Dissertação - Waléria Corcino de Oliveira - 2022.pdf: 980289 bytes, checksum: d15dfa29ba4bf361a6717f9a438daa67 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2023-01-11T11:59:39Z (GMT) No. of bitstreams: 2 Dissertação - Waléria Corcino de Oliveira - 2022.pdf: 980289 bytes, checksum: d15dfa29ba4bf361a6717f9a438daa67 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2023-01-11T11:59:40Z (GMT). No. of bitstreams: 2 Dissertação - Waléria Corcino de Oliveira - 2022.pdf: 980289 bytes, checksum: d15dfa29ba4bf361a6717f9a438daa67 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2022-07-28porUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RMG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCrençasPortuguês escrito para surdosProfessor SurdoAtendimento educacional especializadoCASBeliefsPortuguese for deafDeaf teacherSpecialized educational serviceLINGUISTICA, LETRAS E ARTES::LINGUISTICACrenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdosBeliefs of deaf teachers about the teaching-learning process of written portuguese for the deafinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis6950050050018769reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/4469b33e-7e4d-4617-b43c-8392331b3a17/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/5fa10dae-a63f-41a5-861d-0772614b8e0e/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALDissertação - Waléria Corcino de Oliveira - 2022.pdfDissertação - Waléria Corcino de Oliveira - 2022.pdfapplication/pdf894522http://repositorio.bc.ufg.br/tede/bitstreams/13bded00-b499-4929-b025-850d5c872339/download62db995e2b679a62a8e895679f769903MD53tede/125552023-01-11 09:02:38.956http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/12555http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2023-01-11T12:02:38Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos |
dc.title.alternative.eng.fl_str_mv |
Beliefs of deaf teachers about the teaching-learning process of written portuguese for the deaf |
title |
Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos |
spellingShingle |
Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos Oliveira, Waléria Corcino de Crenças Português escrito para surdos Professor Surdo Atendimento educacional especializado CAS Beliefs Portuguese for deaf Deaf teacher Specialized educational service LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos |
title_full |
Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos |
title_fullStr |
Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos |
title_full_unstemmed |
Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos |
title_sort |
Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos |
author |
Oliveira, Waléria Corcino de |
author_facet |
Oliveira, Waléria Corcino de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Faria, Juliana Guimarães |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9194095774109586 |
dc.contributor.advisor-co1.fl_str_mv |
Lima, Layane Rodrigues de |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/4876360656318199 |
dc.contributor.referee1.fl_str_mv |
Faria, Juliana Guimarães |
dc.contributor.referee2.fl_str_mv |
Lima, Layane Rodrigues de |
dc.contributor.referee3.fl_str_mv |
Silva, Leosmar Aparecido da |
dc.contributor.referee4.fl_str_mv |
Campello, Ana Regina |
dc.contributor.authorLattes.fl_str_mv |
https://lattes.cnpq.br/7745709084641127 |
dc.contributor.author.fl_str_mv |
Oliveira, Waléria Corcino de |
contributor_str_mv |
Faria, Juliana Guimarães Lima, Layane Rodrigues de Faria, Juliana Guimarães Lima, Layane Rodrigues de Silva, Leosmar Aparecido da Campello, Ana Regina |
dc.subject.por.fl_str_mv |
Crenças Português escrito para surdos Professor Surdo Atendimento educacional especializado CAS |
topic |
Crenças Português escrito para surdos Professor Surdo Atendimento educacional especializado CAS Beliefs Portuguese for deaf Deaf teacher Specialized educational service LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Beliefs Portuguese for deaf Deaf teacher Specialized educational service |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
The theme of this research is the beliefs of deaf teachers about the teaching-learning process of written Portuguese for the deaf and is justified by finding the need to collaborate with the development of proposals for the linguistic education of the deaf. The aim is to identify the beliefs of deaf teachers who work in the Specialized Educational Assistance (AEE) of the Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez - CAS in Goiânia, in relation to the teaching-learning process of the written Portuguese language for deaf. Methodologically, this is a qualitative research, which uses the technique of semi-structured interviews as a data collection instrument. This dissertation had as main authors like Bakhtin (1988), Antunes (2011) Lodi (2004), Faria-Nascimento et al (2021), Barcelos (2004) and Lodi, Mélo and Fernandes (2012). The results identified point to three main beliefs, namely: 1) the methodology and adequate teaching material used by the teacher for teaching Portuguese to the deaf are important; 2) it is important to contribute with deaf students in the development of knowledge of words, new vocabularies and meanings, so that they can get to know the Portuguese language, from the Brazilian sign language (Libras); and 3) it is important for the deaf student to make an effort, showing dedication and autonomy, to learn and grow in written Portuguese and to communicate. We identified the belief that it is necessary for the deaf to question the teacher about new words and meanings, with autonomy. We conclude that it is important to highlight the position defended in this dissertation that all good pedagogical practices are not enough if the deaf student cannot communicate in their natural language, in this case, the Brazilian sign language (Libras). And yet, it is necessary to emphasize the mediation of the process of acquisition of the written Portuguese language by the deaf, because it is in the social use that the second language will have its importance. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-07-28 |
dc.date.accessioned.fl_str_mv |
2023-01-11T11:59:40Z |
dc.date.available.fl_str_mv |
2023-01-11T11:59:40Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, W. C. Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos. 2022. 80 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2022. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/12555 |
identifier_str_mv |
OLIVEIRA, W. C. Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos. 2022. 80 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2022. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/12555 |
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por |
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por |
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69 |
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500 500 500 |
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18 |
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769 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
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dc.publisher.initials.fl_str_mv |
UFG |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Letras - FL (RMG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
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