The role of argumentation in language acquisition and the learning process of deaf children in bilingual schools

Detalhes bibliográficos
Autor(a) principal: Silva, Ana Clara Jardim da
Data de Publicação: 2024
Outros Autores: Vieira, Alessandra Jacqueline
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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spelling 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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dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:Scientific Electronic Library Online (SCIELO)
instacron:SCI
instname_str Scientific Electronic Library Online (SCIELO)
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - Scientific Electronic Library Online (SCIELO)
repository.mail.fl_str_mv scielo.submission@scielo.org
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