Ouvindo sinais: ensino de língua portuguesa escrita para surdos e seus desafios

• Autor(a) principal: Calixto, Hector Renan da Silveira
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10057
• topic: Teaching; Written portuguese language; Deaf; Ensino; Língua portuguesa escrita; Surdos; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The transformations that contemporary society assists, especially those related to diversity, differences, and inclusion, trigger a set of actions, both public policies and legislative determinations. In Brazil, among the group of these, one of the most striking is the one related to the educational inclusion of the deaf individuals, with contrats by the determination of the portuguese language teaching, in the written modality, for the deaf. In view of this, we propose the present study, with the main research question: what are the challenges for the teaching of written portuguese language (WPL) for the deaf, considering the relationships that teachers establish with this type of teaching? In order to answer this question, the discussion begins with revision structured from the following axes: teaching of WPL as a non-maternal language (MOURA, 2013; MARTINEZ, 2009; BOLACIO FILHO, 2012; RIBEIRO, 2013); teaching of writing language and literacy (KLEIMAN, 1995; GRAFF, 1991; HEATH, 1982; STREET, 1984; 2003; BARTON, 2007; HAMILTON, 2000; BARTON; HAMILTON, 2000; 2004; SOARES, 1998; 2004; SIM-SIM, 1989; ROJO, 2008; 2009; 2012; OSÓRIO, 2006; KOCH, 2000); guiding principles of teacher action (NÓVOA, 1995; TARDIF, 2002; SILVA; ALMEIRA; GATTI, 2016; CHARLOT, 2000; RAHME; MRECH, 2008; CHEVALLARD, 1998; DOLZ; SCHNEUWLY, 2004); and education of the deaf and their contexts (SALLES et al, 2004a; 2004b; ROCHA, 1997; BENTES, 2010; LODI, 2013; BOTELHO, 2002; BRASIL, 2005). The objective is to critically analyze the teaching of WPL for the deaf, focusing on the relationships that teachers establish with this modality and with the principles that guide pedagogical action. Specifically: Mapping axes that organize discussions about WPL teaching for deaf students; to understand how the teachers who work with WPL teaching for deaf students, in the context of the Baixada Fluminense, relate to this teaching, to the deaf and to themselves as teachers of the deaf; to identify, through the narratives of these teachers, the principles that guide the organization of WPL teaching for deaf students in the context of the Baixada Fluminense. The qualitative approach, inspired by the presuppositions of action research, is used as a methodology, with the data collection through the recording of narratives of teachers who work with WPL teaching for deaf students in the context of the Baixada Fluminense. The results, in general, point out that the teacher's view of the deaf student is still mainstreamed by misunderstandings ranging from theoretical ignorance about deafness and deafness to the presence of traces of beliefs and expectations; the teachers who work in the teaching of WPL for deaf students establish relationships with this teaching based on the weaknesses they present in relation to the WPL domain; and the ways that teachers understand the teaching of WPL as an opportunity for literacy for deaf students seems permeated by the notion of the need to know how to read the world. Thus, it is indicated that these teachers constitute themselves as such from their experiences, beliefs and expectations, and that the initial formation, apparently, did not supply the needs of theoretical foundation for acting in that teaching.