A expressão do sujeito surdo por meio da escrita em língua portuguesa
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11391 |
Resumo: | The teaching and learning process of writing for and by the deaf is a topic of great interest in the area of research on the education of the deaf. There is a concern about the problems regarding the teaching of Portuguese as a second language, with the quality of the written production of the deaf, with the provision of resources that help the teaching and learning of writing and about the problems of learning the second language. However, the investigation of the functionality of writing for the development of the deaf, as well as the ways in which this the subject expresses himself through writing is still insufficient. In this sense, the overall objective of this study was to investigate the expression of the deaf subject through the writing in Portuguese as a second language. The specific objectives were: to analyze the process of appropriation of the norms of Portuguese as a second language by the deaf, supported by sign language; analyze the expression of subjective contents through the language written by the deaf. For this we collected diaries and texts produced by two classes of deaf students who attended the eighth and ninth year of elementary school II, in an inclusive school of the Program of Bilingual Education for the deaf. This material was part of the activities carried out during Portuguese language classes as a second language. From an indexical analysis of the diaries and texts, we identify reports of emotions, desires, plans, among other aspects that represent indicators of the internal functioning of the subject. We also analyze the interlocutions between the teacher and the students present in the text of the diaries focusing on the characteristics and intentions of the dialogues. The results indicated that the journals and the texts were means of interlocution, enunciation and expression of emotional contents of the subjectivity of the deaf. Writing as a semiotic means of constitution and expression of the subject, favored communication and the elaboration of knowledge and emotions, as well as mediating the conversion of processes of signification into internal processes that form the basis of consciousness. In order for the deaf to acquire written language and be bilingual, it is necessary to guarantee a bilingual education that actually places both sign language and written language in circulation in the school environment favoring the use of both languages and also the process of signification by the deaf. |
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Souza, Christianne Thatiana Ramos deLacerda, Cristina Broglia Feitosa dehttp://lattes.cnpq.br/9468232016416725http://lattes.cnpq.br/59478792445501623bcce920-e32d-4936-aeff-d495c9d890212019-05-08T17:45:18Z2019-05-08T17:45:18Z2019-03-29SOUZA, Christianne Thatiana Ramos de. A expressão do sujeito surdo por meio da escrita em língua portuguesa. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11391.https://repositorio.ufscar.br/handle/ufscar/11391The teaching and learning process of writing for and by the deaf is a topic of great interest in the area of research on the education of the deaf. There is a concern about the problems regarding the teaching of Portuguese as a second language, with the quality of the written production of the deaf, with the provision of resources that help the teaching and learning of writing and about the problems of learning the second language. However, the investigation of the functionality of writing for the development of the deaf, as well as the ways in which this the subject expresses himself through writing is still insufficient. In this sense, the overall objective of this study was to investigate the expression of the deaf subject through the writing in Portuguese as a second language. The specific objectives were: to analyze the process of appropriation of the norms of Portuguese as a second language by the deaf, supported by sign language; analyze the expression of subjective contents through the language written by the deaf. For this we collected diaries and texts produced by two classes of deaf students who attended the eighth and ninth year of elementary school II, in an inclusive school of the Program of Bilingual Education for the deaf. This material was part of the activities carried out during Portuguese language classes as a second language. From an indexical analysis of the diaries and texts, we identify reports of emotions, desires, plans, among other aspects that represent indicators of the internal functioning of the subject. We also analyze the interlocutions between the teacher and the students present in the text of the diaries focusing on the characteristics and intentions of the dialogues. The results indicated that the journals and the texts were means of interlocution, enunciation and expression of emotional contents of the subjectivity of the deaf. Writing as a semiotic means of constitution and expression of the subject, favored communication and the elaboration of knowledge and emotions, as well as mediating the conversion of processes of signification into internal processes that form the basis of consciousness. In order for the deaf to acquire written language and be bilingual, it is necessary to guarantee a bilingual education that actually places both sign language and written language in circulation in the school environment favoring the use of both languages and also the process of signification by the deaf.O processo de ensino e aprendizagem da escrita para e pelo surdo é um tema de grande interesse na área de investigação sobre a educação de surdos. Existe uma preocupação relacionada aos problemas quanto ao ensino do português como segunda língua, com a qualidade da produção escrita do surdo, com a proposição de recursos que auxiliem no ensino e aprendizagem da escrita, ou com questões sobre os problemas de aprendizagem de uma segunda língua. Todavia, a investigação sobre a funcionalidade da escrita para o desenvolvimento do surdo, bem como os modos como este sujeito se expressa por meio da escrita ainda é insipiente. Neste sentido, o objetivo geral deste estudo foi investigar a expressão do sujeito surdo por meio da escrita em língua portuguesa, como segunda língua. Os objetivos específicos foram: analisar o processo de apropriação, pelo surdo, das normas da língua portuguesa como segunda língua, sustentado pela língua de sinais; analisar a expressão de conteúdos subjetivos, pelo surdo, por meio da linguagem escrita. Para isto coletamos diários e textos produzidos por duas turmas de alunos surdos que frequentavam o oitavo e nono ano do ensino fundamental II, em uma escola inclusiva na qual é desenvolvido um Programa de Educação Bilíngue para surdos. Este material fazia parte das atividades realizadas durante as aulas de língua portuguesa como segunda língua. A partir de uma análise indicial dos diários e textos buscamos identificar relatos de emoções, desejos, planos, entre outros aspectos que se apresentassem como elementos indicadores do funcionamento interno do sujeito. Também analisamos as interlocuções entre a professora e os estudantes presentes no texto dos diários atentando para as características e intenções contidas nos diálogos. Os resultados indicaram que tanto os diários quanto os textos se constituíram como meios de interlocução, de enunciação e de expressão de conteúdos emocionais constitutivos da subjetividade dos surdos. A escrita como meio semiótico de constituição e expressão do sujeito, favoreceu tanto a comunicação quanto a elaboração de conhecimentos e emoções, além de mediar a conversão de processos de significação em processos internos que formam a base da consciência. Para que o surdo se aproprie da linguagem escrita e torne-se bilíngue é necessário a garantia de uma educação bilíngue que, de fato, coloque tanto a língua de sinais quanto a linguagem escrita em circulação no ambiente escolar, favorecendo não somente o uso de ambas as línguas, como também o processo de significação, pelo surdo, por meio delas.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação especialEducação de surdosLinguagem escritaConstituição do sujeitoSurdezSpecial educationEducation of the deafWritten languageConstitution of the subjectDeafnessCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOA expressão do sujeito surdo por meio da escrita em língua portuguesaThe expression of the deaf by writing in portuguese languageinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnline60060085cf323b-396e-4cb9-bc50-e134731b9fcdinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARLICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/11391/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54ORIGINALSOUZA_Christianne_2019.pdfSOUZA_Christianne_2019.pdfapplication/pdf7243127https://repositorio.ufscar.br/bitstream/ufscar/11391/5/SOUZA_Christianne_2019.pdfa4716f8c426f8ad9b53facd95ed571beMD55TEXTSOUZA_Christianne_2019.pdf.txtSOUZA_Christianne_2019.pdf.txtExtracted texttext/plain492676https://repositorio.ufscar.br/bitstream/ufscar/11391/6/SOUZA_Christianne_2019.pdf.txt104dc4ebbde856d7efa2fa7df91a7243MD56THUMBNAILSOUZA_Christianne_2019.pdf.jpgSOUZA_Christianne_2019.pdf.jpgIM Thumbnailimage/jpeg6610https://repositorio.ufscar.br/bitstream/ufscar/11391/7/SOUZA_Christianne_2019.pdf.jpg2a09388dba71a95706a35804fd66090eMD57ufscar/113912023-09-18 18:31:43.548oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:43Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
A expressão do sujeito surdo por meio da escrita em língua portuguesa |
dc.title.alternative.eng.fl_str_mv |
The expression of the deaf by writing in portuguese language |
title |
A expressão do sujeito surdo por meio da escrita em língua portuguesa |
spellingShingle |
A expressão do sujeito surdo por meio da escrita em língua portuguesa Souza, Christianne Thatiana Ramos de Educação especial Educação de surdos Linguagem escrita Constituição do sujeito Surdez Special education Education of the deaf Written language Constitution of the subject Deafness CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
A expressão do sujeito surdo por meio da escrita em língua portuguesa |
title_full |
A expressão do sujeito surdo por meio da escrita em língua portuguesa |
title_fullStr |
A expressão do sujeito surdo por meio da escrita em língua portuguesa |
title_full_unstemmed |
A expressão do sujeito surdo por meio da escrita em língua portuguesa |
title_sort |
A expressão do sujeito surdo por meio da escrita em língua portuguesa |
author |
Souza, Christianne Thatiana Ramos de |
author_facet |
Souza, Christianne Thatiana Ramos de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/5947879244550162 |
dc.contributor.author.fl_str_mv |
Souza, Christianne Thatiana Ramos de |
dc.contributor.advisor1.fl_str_mv |
Lacerda, Cristina Broglia Feitosa de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9468232016416725 |
dc.contributor.authorID.fl_str_mv |
3bcce920-e32d-4936-aeff-d495c9d89021 |
contributor_str_mv |
Lacerda, Cristina Broglia Feitosa de |
dc.subject.por.fl_str_mv |
Educação especial Educação de surdos Linguagem escrita Constituição do sujeito Surdez |
topic |
Educação especial Educação de surdos Linguagem escrita Constituição do sujeito Surdez Special education Education of the deaf Written language Constitution of the subject Deafness CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education Education of the deaf Written language Constitution of the subject Deafness |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The teaching and learning process of writing for and by the deaf is a topic of great interest in the area of research on the education of the deaf. There is a concern about the problems regarding the teaching of Portuguese as a second language, with the quality of the written production of the deaf, with the provision of resources that help the teaching and learning of writing and about the problems of learning the second language. However, the investigation of the functionality of writing for the development of the deaf, as well as the ways in which this the subject expresses himself through writing is still insufficient. In this sense, the overall objective of this study was to investigate the expression of the deaf subject through the writing in Portuguese as a second language. The specific objectives were: to analyze the process of appropriation of the norms of Portuguese as a second language by the deaf, supported by sign language; analyze the expression of subjective contents through the language written by the deaf. For this we collected diaries and texts produced by two classes of deaf students who attended the eighth and ninth year of elementary school II, in an inclusive school of the Program of Bilingual Education for the deaf. This material was part of the activities carried out during Portuguese language classes as a second language. From an indexical analysis of the diaries and texts, we identify reports of emotions, desires, plans, among other aspects that represent indicators of the internal functioning of the subject. We also analyze the interlocutions between the teacher and the students present in the text of the diaries focusing on the characteristics and intentions of the dialogues. The results indicated that the journals and the texts were means of interlocution, enunciation and expression of emotional contents of the subjectivity of the deaf. Writing as a semiotic means of constitution and expression of the subject, favored communication and the elaboration of knowledge and emotions, as well as mediating the conversion of processes of signification into internal processes that form the basis of consciousness. In order for the deaf to acquire written language and be bilingual, it is necessary to guarantee a bilingual education that actually places both sign language and written language in circulation in the school environment favoring the use of both languages and also the process of signification by the deaf. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-05-08T17:45:18Z |
dc.date.available.fl_str_mv |
2019-05-08T17:45:18Z |
dc.date.issued.fl_str_mv |
2019-03-29 |
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SOUZA, Christianne Thatiana Ramos de. A expressão do sujeito surdo por meio da escrita em língua portuguesa. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11391. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11391 |
identifier_str_mv |
SOUZA, Christianne Thatiana Ramos de. A expressão do sujeito surdo por meio da escrita em língua portuguesa. 2019. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11391. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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Universidade Federal de São Carlos Câmpus São Carlos |
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