Literatura surda nas práticas de professores surdos em escola bilíngue
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/23646 |
Resumo: | This dissertation was carried out by a deaf researcher and has as its focus the contextualization of deaf teachers in Bilingual Schools, concerning the pedagogical practice of storytelling. It is a critical and necessary reflection about curriculum´s embracement of Deaf Culture in the area of Deaf Literature and Sign Language, using dynamics with deaf children and investigating the adaptation of specific literature in Sign Language by Deaf Teachers. This study has as theoretical basis authors who approach the socio-anthropological view of the Deaf Being as subjects, and professionally, with Deaf Teachers active in the deaf community. The aim is to analyze the articulations between the knowledge of Deaf Literature, the use of Sign Language and the curriculum, thus identifying its conceptions and implications through Deaf Teachers who use storytelling strategies in their pedagogical practices. Through a qualitative methodology, the field research was developed from interviews with four Deaf Teachers who work in a Bilingual School. The aim was to understand their practices, their critical position, if they realize the importance of an elaborated curriculum in teaching, which considers the relation with Sign Language Literature |
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Feldmann, Marina GrazielaQueiroz, Alicyary Moreira2021-08-06T12:15:11Z2021-06-22Queiroz, Alicyary Moreira. Literatura surda nas práticas de professores surdos em escola bilíngue. 2020. 107 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/23646This dissertation was carried out by a deaf researcher and has as its focus the contextualization of deaf teachers in Bilingual Schools, concerning the pedagogical practice of storytelling. It is a critical and necessary reflection about curriculum´s embracement of Deaf Culture in the area of Deaf Literature and Sign Language, using dynamics with deaf children and investigating the adaptation of specific literature in Sign Language by Deaf Teachers. This study has as theoretical basis authors who approach the socio-anthropological view of the Deaf Being as subjects, and professionally, with Deaf Teachers active in the deaf community. The aim is to analyze the articulations between the knowledge of Deaf Literature, the use of Sign Language and the curriculum, thus identifying its conceptions and implications through Deaf Teachers who use storytelling strategies in their pedagogical practices. Through a qualitative methodology, the field research was developed from interviews with four Deaf Teachers who work in a Bilingual School. The aim was to understand their practices, their critical position, if they realize the importance of an elaborated curriculum in teaching, which considers the relation with Sign Language LiteratureEsta dissertação foi realizada por uma pesquisadora surda e tem como foco de pesquisa a contextualização dos professores surdos na prática pedagógica em contação de estória com atuação na Escola Bilíngue. Trata-se de uma reflexão crítica e necessária sobre o currículo se apropriando da Cultura Surda na área de Literatura Surda e em Língua de Sinais, utilizando dinâmicas com crianças surdas e investigando a adaptação da literatura específica em Língua de Sinais por Professores Surdos. Este estudo tem como base teórica autores que abordam a visão socioantropológica do Ser Surdo como sujeito, e profissionalmente com Professores Surdos ativos na comunidade surda. O objetivo é: Analisar as articulações entre o conhecimento da Literatura Surda, uso da Língua de Sinais e o currículo, identificando, assim, suas concepções e implicações por meio de Professores Surdos que utilizam, em suas práticas pedagógicas, estratégias de contação de estória. Por meio de uma metodologia qualitativa, a pesquisa de campo se desenvolveu com a realização de entrevistas com quatro Professores Surdos que atuam em uma Escola Bilíngue a fim de compreender suas práticas, seu posicionamento crítico, se percebem a importância de um currículo elaborado no ensino, considerando a relação com a Literatura em Língua de SinaisFundação São Paulo - FUNDASPapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/53759/Alicyary%20Moreira%20Queiroz.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoLíngua de sinaisLiteratura surdaEducação bilíngueProfessores surdosSign languageLiterature deafEducation, BilingualCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOLiteratura surda nas práticas de professores surdos em escola bilíngueDeaf literature in the practice of deaf teachers in a bilingual schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAlicyary Moreira Queiroz.pdf.txtAlicyary Moreira Queiroz.pdf.txtExtracted texttext/plain279524https://repositorio.pucsp.br/xmlui/bitstream/handle/23646/4/Alicyary%20Moreira%20Queiroz.pdf.txt800f9690abe30ec55a0a714927c72b4cMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Literatura surda nas práticas de professores surdos em escola bilíngue |
dc.title.alternative.eng.fl_str_mv |
Deaf literature in the practice of deaf teachers in a bilingual school |
title |
Literatura surda nas práticas de professores surdos em escola bilíngue |
spellingShingle |
Literatura surda nas práticas de professores surdos em escola bilíngue Queiroz, Alicyary Moreira Língua de sinais Literatura surda Educação bilíngue Professores surdos Sign language Literature deaf Education, Bilingual CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Literatura surda nas práticas de professores surdos em escola bilíngue |
title_full |
Literatura surda nas práticas de professores surdos em escola bilíngue |
title_fullStr |
Literatura surda nas práticas de professores surdos em escola bilíngue |
title_full_unstemmed |
Literatura surda nas práticas de professores surdos em escola bilíngue |
title_sort |
Literatura surda nas práticas de professores surdos em escola bilíngue |
author |
Queiroz, Alicyary Moreira |
author_facet |
Queiroz, Alicyary Moreira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Feldmann, Marina Graziela |
dc.contributor.author.fl_str_mv |
Queiroz, Alicyary Moreira |
contributor_str_mv |
Feldmann, Marina Graziela |
dc.subject.por.fl_str_mv |
Língua de sinais Literatura surda Educação bilíngue Professores surdos |
topic |
Língua de sinais Literatura surda Educação bilíngue Professores surdos Sign language Literature deaf Education, Bilingual CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Sign language Literature deaf Education, Bilingual |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
This dissertation was carried out by a deaf researcher and has as its focus the contextualization of deaf teachers in Bilingual Schools, concerning the pedagogical practice of storytelling. It is a critical and necessary reflection about curriculum´s embracement of Deaf Culture in the area of Deaf Literature and Sign Language, using dynamics with deaf children and investigating the adaptation of specific literature in Sign Language by Deaf Teachers. This study has as theoretical basis authors who approach the socio-anthropological view of the Deaf Being as subjects, and professionally, with Deaf Teachers active in the deaf community. The aim is to analyze the articulations between the knowledge of Deaf Literature, the use of Sign Language and the curriculum, thus identifying its conceptions and implications through Deaf Teachers who use storytelling strategies in their pedagogical practices. Through a qualitative methodology, the field research was developed from interviews with four Deaf Teachers who work in a Bilingual School. The aim was to understand their practices, their critical position, if they realize the importance of an elaborated curriculum in teaching, which considers the relation with Sign Language Literature |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-08-06T12:15:11Z |
dc.date.issued.fl_str_mv |
2021-06-22 |
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 |
Queiroz, Alicyary Moreira. Literatura surda nas práticas de professores surdos em escola bilíngue. 2020. 107 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/23646 |
identifier_str_mv |
Queiroz, Alicyary Moreira. Literatura surda nas práticas de professores surdos em escola bilíngue. 2020. 107 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
url |
https://tede2.pucsp.br/handle/handle/23646 |
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por |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Currículo |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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