Escrevendo em Libras/ELiS: estratégias de produção colaborativa de textos, análise de erros e percepção dos alunos surdos e ouvintes

• Autor(a) principal: Freitas, Guilherme Gonçalves de
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000000tw7
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10503
• topic: Aprendizagem colaborativa; Escrita das línguas de sinais (ELiS); Erros; Libras; Collaborative learning; Sign language writing (ELiS); Mistakes; Brazilian sign language (BSL); LINGUISTICA, LETRAS E ARTES::LETRAS

This research presents a collaborative study related to the production of texts written in Sign Language Writing (ELiS) during two activities done in class. The objectives of the study are: a) to analyze the collaborative strategies adopted by the participants during the written production; b) to investigate the types of mistakes in these productions; c) to verify the students’ perceptions about writing their texts collaboratively and individually; d) to compare and analyze the students’ perceptions about writing with their Deaf classmates and their hearing classmates; and, last but not least, e) to observe and understand the students’ perceptions about the importance of ELiS their education. From the methodological point of view, this research is a qualitative case study in which data were obtained through interviews and questionnaires, vídeo and audio recording and eight texts written by Deaf and hearing students. This investigation involved twenty-one undergraduate students in a Brazilian Sign Language (BSL) Teacher Education Course at the Federal University of Goiás, who were attending the fifth semester at the time. For data collection, two text production activities were done using the narrative genre, based on two short films – For The Birds and Pip. The results obtained in this master’s thesis show that the text production activities done in pairs led the students to learn more BSL and ELiS, since the learners exchange experiences concerning language and conceptual aspects during the activities done. Through these collaborative activities, it is perceived that the Deaf and hearing pairs led hearing participants to engage more with BSL than when writing with their hearing peers. We can also observe from this analysis that the students made use of various strategies when writing with their peers, such as: use of L1; requests for clarification and confirmation of the message; visual-gestural pointing, among others. Regarding the mistakes found in the production of their texts, it was possible to notice that they happen because of the little knowledge that the students have about each letter of the ELiS system. In addition, the results indicate that these mistakes occur due to the fact that the students are unfamiliar with the written modality. Finally, the students consider BSLW relevant to their education as future teachers, as this writing system allows them to use a new teaching methodology.