The cognition and the theoretical and methodological principles for teaching Brazilian sign language for listeners: Guidelines for beginning teachers

Detalhes bibliográficos
Autor(a) principal: Silva, Lídia da
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Linguagem em Foco (Online)
Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/2630
Resumo: Currently, most works related to the teaching of Libras to listeners are anchored in the social perspective to discuss theoretical and methodological questions. This essay proposes a reflection from the cognitive bias and presents theoretical principles that are based on connectionism (MOTA; ZIMMER, 2005; LEITE, 2008). It also presents methodological principles that support Ellis's (1998) those teachers with little classroom experience. In this model, the methodological issues are anchored in the conception of instruction, which can be based on input, form, production and feedback. The instructions are illustrated with didactic recommendations found in the specialized literature. The arguments point to an integrative view between biological factors and empirical experience and to the indication that formal instruction can optimize them.
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spelling The cognition and the theoretical and methodological principles for teaching Brazilian sign language for listeners: Guidelines for beginning teachersA cognição e os princípios teóricos e metodológicos ao ensino de Libras para ouvintes: Orientações a professores iniciantesEnsino de Libras para OuvintesCogniçãoPrincípios MetodológicosTeaching Libras to ListenersCognitionMethodological PrinciplesCurrently, most works related to the teaching of Libras to listeners are anchored in the social perspective to discuss theoretical and methodological questions. This essay proposes a reflection from the cognitive bias and presents theoretical principles that are based on connectionism (MOTA; ZIMMER, 2005; LEITE, 2008). It also presents methodological principles that support Ellis's (1998) those teachers with little classroom experience. In this model, the methodological issues are anchored in the conception of instruction, which can be based on input, form, production and feedback. The instructions are illustrated with didactic recommendations found in the specialized literature. The arguments point to an integrative view between biological factors and empirical experience and to the indication that formal instruction can optimize them.Atualmente, a maioria dos trabalhos relacionados ao ensino de Libras para ouvintes ancora-se na perspectiva social para discutir questões de ordem teórico-metodológica. Este ensaio propõe uma reflexão a partir do viés cognitivo e, para tanto, apresenta princípios teóricos que estão calcados no conexionismo (Mota; Zimmer, 2005; Leite, 2008). Apresenta também princípios metodológicos que se respaldam no modelo computacional de aquisição de L2 de Ellis (1998) àqueles professores com pouca experiência em sala de aula. Nesse modelo, as questões metodológicas ancoram-se na concepção de instrução, sendo que essa pode ser baseada no input, na forma, na produção e no feedback. As instruções são ilustradas com recomendações didáticas encontradas na literatura especializada. Os argumentos apontam para uma visão integrativa entre fatores biológicos e experiência empírica, e para a indicação de que a instrução formal pode otimizá-los.EdUECE2021-01-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/263010.46230/2674-8266-12-2630Revista Linguagem em Foco; Vol. 12 No. 3 (2020): Número atemático; 197-218Revista Linguagem em Foco; v. 12 n. 3 (2020): Número atemático; 197-2182674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/2630/3831https://revistas.uece.br/index.php/linguagememfoco/article/view/2630/3832Copyright (c) 2021 Lídia da Silvainfo:eu-repo/semantics/openAccessSilva, Lídia da2021-10-06T01:00:20Zoai:ojs.revistas.uece.br:article/2630Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-10-06T01:00:20Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv The cognition and the theoretical and methodological principles for teaching Brazilian sign language for listeners: Guidelines for beginning teachers
A cognição e os princípios teóricos e metodológicos ao ensino de Libras para ouvintes: Orientações a professores iniciantes
title The cognition and the theoretical and methodological principles for teaching Brazilian sign language for listeners: Guidelines for beginning teachers
spellingShingle The cognition and the theoretical and methodological principles for teaching Brazilian sign language for listeners: Guidelines for beginning teachers
Silva, Lídia da
Ensino de Libras para Ouvintes
Cognição
Princípios Metodológicos
Teaching Libras to Listeners
Cognition
Methodological Principles
title_short The cognition and the theoretical and methodological principles for teaching Brazilian sign language for listeners: Guidelines for beginning teachers
title_full The cognition and the theoretical and methodological principles for teaching Brazilian sign language for listeners: Guidelines for beginning teachers
title_fullStr The cognition and the theoretical and methodological principles for teaching Brazilian sign language for listeners: Guidelines for beginning teachers
title_full_unstemmed The cognition and the theoretical and methodological principles for teaching Brazilian sign language for listeners: Guidelines for beginning teachers
title_sort The cognition and the theoretical and methodological principles for teaching Brazilian sign language for listeners: Guidelines for beginning teachers
author Silva, Lídia da
author_facet Silva, Lídia da
author_role author
dc.contributor.author.fl_str_mv Silva, Lídia da
dc.subject.por.fl_str_mv Ensino de Libras para Ouvintes
Cognição
Princípios Metodológicos
Teaching Libras to Listeners
Cognition
Methodological Principles
topic Ensino de Libras para Ouvintes
Cognição
Princípios Metodológicos
Teaching Libras to Listeners
Cognition
Methodological Principles
description Currently, most works related to the teaching of Libras to listeners are anchored in the social perspective to discuss theoretical and methodological questions. This essay proposes a reflection from the cognitive bias and presents theoretical principles that are based on connectionism (MOTA; ZIMMER, 2005; LEITE, 2008). It also presents methodological principles that support Ellis's (1998) those teachers with little classroom experience. In this model, the methodological issues are anchored in the conception of instruction, which can be based on input, form, production and feedback. The instructions are illustrated with didactic recommendations found in the specialized literature. The arguments point to an integrative view between biological factors and empirical experience and to the indication that formal instruction can optimize them.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/2630
10.46230/2674-8266-12-2630
url https://revistas.uece.br/index.php/linguagememfoco/article/view/2630
identifier_str_mv 10.46230/2674-8266-12-2630
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/2630/3831
https://revistas.uece.br/index.php/linguagememfoco/article/view/2630/3832
dc.rights.driver.fl_str_mv Copyright (c) 2021 Lídia da Silva
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Lídia da Silva
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/epub+zip
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Revista Linguagem em Foco; Vol. 12 No. 3 (2020): Número atemático; 197-218
Revista Linguagem em Foco; v. 12 n. 3 (2020): Número atemático; 197-218
2674-8266
2176-7955
reponame:Revista Linguagem em Foco (Online)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Revista Linguagem em Foco (Online)
collection Revista Linguagem em Foco (Online)
repository.name.fl_str_mv Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv linguagememfoco@uece.br||
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