O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente

• Autor(a) principal: Castro, Cristina Diniz Lucas
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9646
• topic: Libras; Produção textual e coerência; Língua portuguesa; Ensino; Textual production and coherence; Teaching; Portuguese language; EDUCACAO::ENSINO-APRENDIZAGEM

The goal of this study is to investigate the deaf students’ textual linguistic productions from the coherence analysis focusing the aspects and elements which constitute the meaning of these texts. The research also aims to bring some reflects on interlocutive contente in which these texts were produced, allowing a discussion about the teaching Portuguese language to the deaf and about the process of the evaluation of this writing in the school context. From a methodological point of view, based on André (1995), Moreira e Caleffe (2008), Severino (2007), Oliveira (2008), among others authors, this is a qualitative research whose proposal is the accomplishment of a case study that investigates textual coherence present in the writing of two deaf students of the public school, one being a regular school and the other a school exclusively for deaf students. Under the theoretical point of view, the study presents issues related to language, based on the theory of Bakhtin (1997,1999), especially regarding the principle of dialogism, whose conception is that the relationship between the speakers is constitutive of the principle of the language and condition for the sense in the discourse. We also used theoretical assumptions of Textual Linguistics, based on authors such as Antunes (2005), (2010), Koch (2016), Koch and Travaglia (2002, 2015) and Marcuschi (2008), whose precepts privilege the language teaching in an interactional perspective and whose linguistic analysis takes into account that the constitution of the coherence in the text is not an individual act, but an act of reciprocity, in which the meaning comes from a processing of an author's plan as the reader's ability to access the proposed directions. For the discussions about the Portuguese language teaching for the deaf, mainly regarding the writing of the deaf and evaluation of this writing at the school context, this research was based on important theorists of the area of deafness such as Brito (1995), Skliar (2012), Guarinello (2007), Fernandes (2006), (2016), Grannier (2007), among others. The textual mechanisms used by these students in textual production were described and analyzed, observing the construction of discursive coherence and the possible interferences of Brazilian Sign Language in this process, thus seeking to contribute so that the teacher can better understand the peculiarities of this writing and reflects on their pedagogical practice at the basic school. The results have pointed out that the writing of the students suffered major influences from the structure of the Brazilian Sign Language (Libras), however, these differences did not compromise the overall coherence of the text in Portuguese language. In addition, the study found that the student who is inserted in a linguistic environment more favorable for interaction in Libras, presented a clearer and more coherent writing. As a final educational product, it was elaborated a material with orientations for teachers who teaches Portuguese as a second language for deaf students, whose objective is to help the teacher to understand the peculiarities of this writing and identifying which factors are responsibles for textual coherence.