The role of argumentation in language acquisition and the learning process of deaf children in bilingual schools
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/7972 |
Resumo: | According to Leitão (2007a; 2007b), argumentation is a privileged mechanism for the acquisition of language and knowledge, covering dimensions such as dialogical-discursive, dialectical, social and epistemic. This demonstrates the importance of developing it in the first years of school, especially in bilingual schools. The objective of this study is, therefore, to analyze the argumentative speeches produced by deaf children, seeking to identify the enunciative-discursive chains that generate argumentation and the epistemic changes generated by the effect of these argumentative speeches. For this, data collection was carried out in three bilingual schools (Portuguese-Libras), focused on the education of the deaf, covering a sample of 23 subjects, between 6 and 14 years old, where naturalistic situations were observed and provoked by playful workshops. Drawing on studies in argumentation (LEITÃO, 2006, 2007a; VIEIRA, 2015), multimodality (SOUSA; MÁXIMO, 2009; CAVALCANTE, 2016; 2011) and dialogism (VOLÓCHINOV; BAKHTIN, 2018; BAKHTIN, 2016), it was possible to conclude that argumentation stimulates discursive and linguistic movements (such as resuming statements, reading the context and syntactic organization) and multimodal movements (facial expression, social gestures, use of the body, etc.) that corroborate bimodal bilingual acquisition. Thus, argumentation contributes to the deaf child's entry into the language and favors the interactional process, which is extremely important for the formation of critical thinking and the expected language development. |
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The role of argumentation in language acquisition and the learning process of deaf children in bilingual schoolsO papel da argumentação na aquisição da linguagem e no processo de aprendizagem de crianças surdas em escolas bilínguesargumentaçãoLíngua de SinaisCrianças surdasAquisição da LinguagemargumentationSign languageDeaf childrenLanguage AcquisitionAccording to Leitão (2007a; 2007b), argumentation is a privileged mechanism for the acquisition of language and knowledge, covering dimensions such as dialogical-discursive, dialectical, social and epistemic. This demonstrates the importance of developing it in the first years of school, especially in bilingual schools. The objective of this study is, therefore, to analyze the argumentative speeches produced by deaf children, seeking to identify the enunciative-discursive chains that generate argumentation and the epistemic changes generated by the effect of these argumentative speeches. For this, data collection was carried out in three bilingual schools (Portuguese-Libras), focused on the education of the deaf, covering a sample of 23 subjects, between 6 and 14 years old, where naturalistic situations were observed and provoked by playful workshops. Drawing on studies in argumentation (LEITÃO, 2006, 2007a; VIEIRA, 2015), multimodality (SOUSA; MÁXIMO, 2009; CAVALCANTE, 2016; 2011) and dialogism (VOLÓCHINOV; BAKHTIN, 2018; BAKHTIN, 2016), it was possible to conclude that argumentation stimulates discursive and linguistic movements (such as resuming statements, reading the context and syntactic organization) and multimodal movements (facial expression, social gestures, use of the body, etc.) that corroborate bimodal bilingual acquisition. Thus, argumentation contributes to the deaf child's entry into the language and favors the interactional process, which is extremely important for the formation of critical thinking and the expected language development.Para Leitão (2007a; 2007b), a argumentação é um mecanismo privilegiado para a aquisição da linguagem e do conhecimento, perpassando dimensões como a dialógico-discursiva, dialética, social e epistêmica. Demonstra-se, assim, a importância de desenvolvê-la nos primeiros anos escolares, sobretudo em escolas bilíngues. O objetivo deste estudo é, portanto, analisar os discursos argumentativos produzidos por crianças surdas, buscando identificar os encadeamentos enunciativo-discursivos que geram a argumentação e as mudanças epistêmicas geradas pelo efeito desses discursos argumentativos. Para tanto, foram realizadas coletas de dados em três escolas bilíngues (Português-Libras), voltadas à educação de surdos, abarcando uma amostra de 23 sujeitos, entre 6 e 14 anos, onde foram observadas situações naturalísticas e provocadas por oficinas lúdicas. Amparando-se nos estudos em argumentação (LEITÃO, 2006, 2007a; VIEIRA, 2015), multimodalidade (SOUSA; MÁXIMO, 2009; CAVALCANTE, 2016; 2011) e dialogismo (VOLÓCHINOV; BAKHTIN, 2018; BAKHTIN, 2016), pôde-se concluir que a argumentação estimula movimentos discursivos e linguísticos (como retomada de enunciados, leitura do contexto e organização sintática) e multimodais (expressão facial, gestos sociais, uso do corpo, etc) que corroboram à aquisição bilíngue bimodal. Assim, a argumentação contribui à entrada da criança surda na língua e favorece o processo interacional, que é de extrema importância à formação do pensamento crítico e ao desenvolvimento linguageiro esperado.SciELO PreprintsSciELO PreprintsSciELO Preprints2024-02-01info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/797210.1590/SciELOPreprints.7972porhttps://preprints.scielo.org/index.php/scielo/article/view/7972/14920Copyright (c) 2024 Ana Clara Jardim da Silva, Alessandra Jacqueline Vieirahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Ana Clara Jardim daVieira, Alessandra Jacquelinereponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2024-01-27T18:30:13Zoai:ops.preprints.scielo.org:preprint/7972Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2024-01-27T18:30:13SciELO Preprints - Scientific Electronic Library Online (SCIELO)false |
dc.title.none.fl_str_mv |
The role of argumentation in language acquisition and the learning process of deaf children in bilingual schools O papel da argumentação na aquisição da linguagem e no processo de aprendizagem de crianças surdas em escolas bilíngues |
title |
The role of argumentation in language acquisition and the learning process of deaf children in bilingual schools |
spellingShingle |
The role of argumentation in language acquisition and the learning process of deaf children in bilingual schools Silva, Ana Clara Jardim da argumentação Língua de Sinais Crianças surdas Aquisição da Linguagem argumentation Sign language Deaf children Language Acquisition |
title_short |
The role of argumentation in language acquisition and the learning process of deaf children in bilingual schools |
title_full |
The role of argumentation in language acquisition and the learning process of deaf children in bilingual schools |
title_fullStr |
The role of argumentation in language acquisition and the learning process of deaf children in bilingual schools |
title_full_unstemmed |
The role of argumentation in language acquisition and the learning process of deaf children in bilingual schools |
title_sort |
The role of argumentation in language acquisition and the learning process of deaf children in bilingual schools |
author |
Silva, Ana Clara Jardim da |
author_facet |
Silva, Ana Clara Jardim da Vieira, Alessandra Jacqueline |
author_role |
author |
author2 |
Vieira, Alessandra Jacqueline |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Ana Clara Jardim da Vieira, Alessandra Jacqueline |
dc.subject.por.fl_str_mv |
argumentação Língua de Sinais Crianças surdas Aquisição da Linguagem argumentation Sign language Deaf children Language Acquisition |
topic |
argumentação Língua de Sinais Crianças surdas Aquisição da Linguagem argumentation Sign language Deaf children Language Acquisition |
description |
According to Leitão (2007a; 2007b), argumentation is a privileged mechanism for the acquisition of language and knowledge, covering dimensions such as dialogical-discursive, dialectical, social and epistemic. This demonstrates the importance of developing it in the first years of school, especially in bilingual schools. The objective of this study is, therefore, to analyze the argumentative speeches produced by deaf children, seeking to identify the enunciative-discursive chains that generate argumentation and the epistemic changes generated by the effect of these argumentative speeches. For this, data collection was carried out in three bilingual schools (Portuguese-Libras), focused on the education of the deaf, covering a sample of 23 subjects, between 6 and 14 years old, where naturalistic situations were observed and provoked by playful workshops. Drawing on studies in argumentation (LEITÃO, 2006, 2007a; VIEIRA, 2015), multimodality (SOUSA; MÁXIMO, 2009; CAVALCANTE, 2016; 2011) and dialogism (VOLÓCHINOV; BAKHTIN, 2018; BAKHTIN, 2016), it was possible to conclude that argumentation stimulates discursive and linguistic movements (such as resuming statements, reading the context and syntactic organization) and multimodal movements (facial expression, social gestures, use of the body, etc.) that corroborate bimodal bilingual acquisition. Thus, argumentation contributes to the deaf child's entry into the language and favors the interactional process, which is extremely important for the formation of critical thinking and the expected language development. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-02-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/7972 10.1590/SciELOPreprints.7972 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/7972 |
identifier_str_mv |
10.1590/SciELOPreprints.7972 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/7972/14920 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Ana Clara Jardim da Silva, Alessandra Jacqueline Vieira https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Ana Clara Jardim da Silva, Alessandra Jacqueline Vieira https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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