O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente
Autor(a) principal: | |
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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 |
Resumo: | 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. |
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Moura, Elisandra Filettihttp://lattes.cnpq.br/9971042664882129Silva, Gene Maria Vieira LyraSantos, Patrícia Tuxi doshttp://lattes.cnpq.br/0513113788656211Castro, Cristina Diniz Lucas2019-05-28T12:04:56Z2019-04-17CASTRO, Cristina Diniz Lucas. O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente. 2019. 180 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/9646The 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.Este estudo tem como objetivo investigar as produções linguísticas textuais de alunos surdos a partir da análise da coerência, direcionando o olhar para os aspectos e elementos que constituem o sentido desses textos. A pesquisa objetiva também trazer algumas reflexões sobre o contexto interlocutivo no qual estes textos foram produzidos, possibilitando assim uma discussão acerca do ensino de Português para surdos e do processo de avaliação dessa escrita no contexto escolar. Sob o ponto de vista metodológico, baseada em André (1995), Moreira e Caleffe (2008), Severino (2007), Oliveira (2008), dentre outros, esta é uma pesquisa qualitativa, cuja proposta é a realização de um estudo de caso que investiga se há coerência textual presente na escrita de duas alunas surdas da rede pública, sendo uma da escola regular e a outra de uma escola exclusiva para alunos surdos. Sob o ponto de visto teórico, o estudo apresenta questões referentes à linguagem, fundamentada na teoria de Bakhtin (1997, 1999), sobretudo no que se refere ao princípio do dialogismo, cuja concepção é de que a relação com o outro é o princípio constitutivo da linguagem e a condição de sentido do discurso. Foram utilizados ainda pressupostos teóricos da Linguística textual, baseados nos estudos de autores como Antunes (2005, 2010), Koch (2016), Koch e Travaglia (2002, 2015) e Marcuschi (2008), cujos preceitos privilegiam o ensino de língua numa perspectiva interacional e cuja análise linguística leva em consideração que a constituição da coerência no texto não é um ato individual , mas um ato de reciprocidade, no qual os sentidos advêm tanto do processo de planejamento do autor quanto da capacidade do leitor em acessar os sentidos propostos. Para as discussões acerca do ensino de português para surdos, particularmente no que se refere à escrita dos surdos e à avaliação dessa escrita no contexto escolar, este trabalho embasou-se em importantes teóricos da área de surdez, como Brito (1995), Fernandes (2006, 2016), Grannier (2007), Guarinello (2007), Skliar (2012), dentre outros. Foram descritos e analisados os mecanismos textuais utilizados por essas alunas na produção textual, observando a construção da coerência discursiva e as possíveis interferências da Língua de sinais nesse processo, buscando assim dar contribuições para que o professor possa entender melhor as peculiaridades dessa escrita e refletir sobre sua prática pedagógica. Os resultados apontaram que a escrita em língua portuguesa das alunas sofreu grandes influências da estrutura da Libras, no entanto, essas diferenças não comprometeram a coerência global do texto. Além disso, o estudo constatou que a estudante inserida em um ambiente linguístico mais favorável para interação em Libras apresentou uma escrita mais clara e coerente. Como produto educacional final foi elaborado um material com orientações cujo objetivo é auxiliar o professor a compreender as peculiaridades desta escrita e identificar nela os fatores responsáveis pela coerência textual.Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2019-05-27T17:02:14Z No. of bitstreams: 2 Dissertação - Cristina Diniz Lucas Castro - 2019.pdf: 3444782 bytes, checksum: 612f0281a3094e26547560eb82bbd98d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2019-05-28T12:04:56Z (GMT) No. of bitstreams: 2 Dissertação - Cristina Diniz Lucas Castro - 2019.pdf: 3444782 bytes, checksum: 612f0281a3094e26547560eb82bbd98d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-05-28T12:04:56Z (GMT). No. of bitstreams: 2 Dissertação - Cristina Diniz Lucas Castro - 2019.pdf: 3444782 bytes, checksum: 612f0281a3094e26547560eb82bbd98d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2019-04-17application/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Ensino na Educação Básica (CEPAE)UFGBrasilCentro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessLibrasProdução textual e coerênciaLíngua portuguesaEnsinoTextual production and coherenceTeachingPortuguese languageEDUCACAO::ENSINO-APRENDIZAGEMO processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerenteThe writing process of the deaf student in basic education: the representations of a system (no)coherenceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-6760778910420212860600600600-2481939986799146269-4452917836576020174reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv |
O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente |
dc.title.alternative.eng.fl_str_mv |
The writing process of the deaf student in basic education: the representations of a system (no)coherence |
title |
O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente |
spellingShingle |
O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente Castro, Cristina Diniz Lucas Libras Produção textual e coerência Língua portuguesa Ensino Textual production and coherence Teaching Portuguese language EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente |
title_full |
O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente |
title_fullStr |
O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente |
title_full_unstemmed |
O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente |
title_sort |
O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente |
author |
Castro, Cristina Diniz Lucas |
author_facet |
Castro, Cristina Diniz Lucas |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Moura, Elisandra Filetti |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9971042664882129 |
dc.contributor.referee1.fl_str_mv |
Silva, Gene Maria Vieira Lyra |
dc.contributor.referee2.fl_str_mv |
Santos, Patrícia Tuxi dos |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0513113788656211 |
dc.contributor.author.fl_str_mv |
Castro, Cristina Diniz Lucas |
contributor_str_mv |
Moura, Elisandra Filetti Silva, Gene Maria Vieira Lyra Santos, Patrícia Tuxi dos |
dc.subject.por.fl_str_mv |
Libras Produção textual e coerência Língua portuguesa Ensino Textual production and coherence Teaching Portuguese language |
topic |
Libras Produção textual e coerência Língua portuguesa Ensino Textual production and coherence Teaching Portuguese language EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
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. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-05-28T12:04:56Z |
dc.date.issued.fl_str_mv |
2019-04-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
CASTRO, Cristina Diniz Lucas. O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente. 2019. 180 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/9646 |
identifier_str_mv |
CASTRO, Cristina Diniz Lucas. O processo de escrita do aluno surdo na educação básica : as representações de um sistema (in)coerente. 2019. 180 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/9646 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-6760778910420212860 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
-2481939986799146269 |
dc.relation.cnpq.fl_str_mv |
-4452917836576020174 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Educação Básica (CEPAE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
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instname_str |
Universidade Federal de Goiás (UFG) |
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UFG |
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Repositório Institucional da UFG |
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Repositório Institucional da UFG |
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MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
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