Desafios e possibilidades do ensino da língua inglesa para surdos
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/4815 |
Resumo: | The present study aims to observe and describe the system of cultural meanings of the English Language teaching and learning process, as well as its challenges and possibilities for deaf students. This qualitative research is an ethnographic based study, which studies a second year high school students inserted in a Youth and Adult Education (YAE). This group of students studies in a public school that has a special education for deaf people and it is also an inclusive school. At first, this school worked only as a special school for deaf students. Nowadays, due to the policy of inclusion, besides deaf students, this school also admits students who are listeners. The participants of this research were compound by eleven students (6 deaf students and 5 listeners), the English Teacher of this group and the Brazilian Sign Language Interpreter, who is also the participant-researcher of this study. This study lasted a whole school semester and the observations were made through audiovisual recordings of classes and interviews, field notes, and gathered documents. Regarding the presented cultural context, there was an attempt to understand the teaching practices of the English Language teaching for deaf students, the English Teacher’s conceptions of Foreign Language teaching, the cultural aspects of each language used in this process (Brazilian Sign Language, English and Portuguese), the influence of the inclusive process in that context and the interaction between the individuals studied. In the analysis, it was used the concept of cultural domains from ethnography (SPRADLEY, 1980). Conceptions about Deaf People Education and public policy of inclusion were discussed in the analysis. The analyzed data show that the researched school makes an effort to adapt itself according to the reality presented by the inclusive education. Another important fact observed during the English classes is that there is a lack of interaction between deaf students and listener students, mainly because of their linguistic inability to communicate and interact with one another. It was noticeable that the activity of copying was used more frequently than any other activity as a way of learning the English Language. Data suggest that many problems and challenges faced in the teaching of the target language for deaf students has its roots in the Brazilian educational system, which does not yet offer an ideal and high quality education for both teachers and student. |
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Rees, Dilys Karenhttp://lattes.cnpq.br/7851019818083889Rees, Dilys KarenFigueredo, Carla JanaínaAlvarez, Maria Luisa OrtízPessoa, Rosane Rochahttp://lattes.cnpq.br/9974499953547288Carvalho, Raquel Araújo Mendes de2015-10-28T14:51:49Z2014-09-29CARVALHO, R. A. M. Desafios e possibilidades do ensino da língua inglesa para surdos. 2014. 131 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2014.http://repositorio.bc.ufg.br/tede/handle/tede/4815The present study aims to observe and describe the system of cultural meanings of the English Language teaching and learning process, as well as its challenges and possibilities for deaf students. This qualitative research is an ethnographic based study, which studies a second year high school students inserted in a Youth and Adult Education (YAE). This group of students studies in a public school that has a special education for deaf people and it is also an inclusive school. At first, this school worked only as a special school for deaf students. Nowadays, due to the policy of inclusion, besides deaf students, this school also admits students who are listeners. The participants of this research were compound by eleven students (6 deaf students and 5 listeners), the English Teacher of this group and the Brazilian Sign Language Interpreter, who is also the participant-researcher of this study. This study lasted a whole school semester and the observations were made through audiovisual recordings of classes and interviews, field notes, and gathered documents. Regarding the presented cultural context, there was an attempt to understand the teaching practices of the English Language teaching for deaf students, the English Teacher’s conceptions of Foreign Language teaching, the cultural aspects of each language used in this process (Brazilian Sign Language, English and Portuguese), the influence of the inclusive process in that context and the interaction between the individuals studied. In the analysis, it was used the concept of cultural domains from ethnography (SPRADLEY, 1980). Conceptions about Deaf People Education and public policy of inclusion were discussed in the analysis. The analyzed data show that the researched school makes an effort to adapt itself according to the reality presented by the inclusive education. Another important fact observed during the English classes is that there is a lack of interaction between deaf students and listener students, mainly because of their linguistic inability to communicate and interact with one another. It was noticeable that the activity of copying was used more frequently than any other activity as a way of learning the English Language. Data suggest that many problems and challenges faced in the teaching of the target language for deaf students has its roots in the Brazilian educational system, which does not yet offer an ideal and high quality education for both teachers and student.O presente estudo propõe-se a observar e descrever o sistema de significados culturais do ensino e aprendizagem da Língua Inglesa, assim como, os seus desafios e possibilidades para alunos com surdez. Esse estudo constitui-se de uma pesquisa qualitativa de natureza etnográfica e tem como objeto de estudo uma sala de aula do segundo ano do ensino médio da Educação de Jovens e Adultos (EJA) de uma escola estadual de ensino especial inclusiva e conveniada. A princípio, esta escola funcionava como uma escola especial para alunos surdos. Atualmente, com a política da inclusão, além dos alunos surdos, ela recebe, também, alunos ouvintes. Participaram da pesquisa onze alunos (6 surdos e 5 ouvintes), a Professora de Inglês da referida turma e a Intérprete de Libras, sendo esta última também pesquisadora/participante do estudo. Com a duração de um semestre letivo, as observações foram feitas através de instrumentos como: gravação audiovisual de aulas e entrevistas, anotações de campo e documentos gerados. Considerando o contexto cultural apresentado, procurou-se compreender as práticas pedagógicas utilizadas no ensino de Língua Inglês para alunos surdos, as concepções de ensino de Língua Estrangeira adotadas pela Professora de Inglês, os aspectos culturais de cada uma das línguas envolvidas nesse processo (Libras, Inglês e Português), as implicações do processo inclusivo neste contexto e a interação dos sujeitos envolvidos. Na análise dos dados foi utilizado o conceito de domínio cultural da etnografia apresentado por Spradley (1980). Foram discutidas na análise as concepções acerca da Educação de Surdos, juntamente com as concepções trazidas pelas políticas públicas de inclusão. Os dados analisados apontam que a escola pesquisada busca adaptar-se à realidade posta pela educação inclusiva. Outro fato observado é que durante as aulas de inglês a interação entre alunos surdos e ouvintes é mínima, devido, em grande parte, ao conhecimento linguístico insuficiente para se comunicarem e interagirem uns com os outros. Percebeu-se que a cópia é predominantemente a atividade mais utilizada no ensino-aprendizagem de inglês para alunos surdos. Os dados sugerem que vários dos problemas e desafios encontrados no ensino da língua-alvo para alunos surdos são frutos do sistema educacional brasileiro, que deixa professor e alunos à mercê de uma educação ainda muito distante do ideal de qualidade.Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-10-28T10:06:45Z No. of bitstreams: 2 Dissertação - Raquel Araújo Mendes de Carvalho - 2014.pdf: 2520721 bytes, checksum: 4e00bd5a84fe0cfe176893d10692a4be (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-28T14:51:49Z (GMT) No. of bitstreams: 2 Dissertação - Raquel Araújo Mendes de Carvalho - 2014.pdf: 2520721 bytes, checksum: 4e00bd5a84fe0cfe176893d10692a4be (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2015-10-28T14:51:49Z (GMT). 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dc.title.por.fl_str_mv |
Desafios e possibilidades do ensino da língua inglesa para surdos |
dc.title.alternative.eng.fl_str_mv |
Challenges and possibilities of english language teaching for deaf people |
title |
Desafios e possibilidades do ensino da língua inglesa para surdos |
spellingShingle |
Desafios e possibilidades do ensino da língua inglesa para surdos Carvalho, Raquel Araújo Mendes de Etnografia Ensino-aprendizagem de língua inglesa Alunos surdos Escola inclusiva Ethnography English teaching and learning Deaf students Inclusive school LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Desafios e possibilidades do ensino da língua inglesa para surdos |
title_full |
Desafios e possibilidades do ensino da língua inglesa para surdos |
title_fullStr |
Desafios e possibilidades do ensino da língua inglesa para surdos |
title_full_unstemmed |
Desafios e possibilidades do ensino da língua inglesa para surdos |
title_sort |
Desafios e possibilidades do ensino da língua inglesa para surdos |
author |
Carvalho, Raquel Araújo Mendes de |
author_facet |
Carvalho, Raquel Araújo Mendes de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rees, Dilys Karen |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7851019818083889 |
dc.contributor.referee1.fl_str_mv |
Rees, Dilys Karen |
dc.contributor.referee2.fl_str_mv |
Figueredo, Carla Janaína |
dc.contributor.referee3.fl_str_mv |
Alvarez, Maria Luisa Ortíz |
dc.contributor.referee4.fl_str_mv |
Pessoa, Rosane Rocha |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9974499953547288 |
dc.contributor.author.fl_str_mv |
Carvalho, Raquel Araújo Mendes de |
contributor_str_mv |
Rees, Dilys Karen Rees, Dilys Karen Figueredo, Carla Janaína Alvarez, Maria Luisa Ortíz Pessoa, Rosane Rocha |
dc.subject.por.fl_str_mv |
Etnografia Ensino-aprendizagem de língua inglesa Alunos surdos Escola inclusiva |
topic |
Etnografia Ensino-aprendizagem de língua inglesa Alunos surdos Escola inclusiva Ethnography English teaching and learning Deaf students Inclusive school LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Ethnography English teaching and learning Deaf students Inclusive school |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
The present study aims to observe and describe the system of cultural meanings of the English Language teaching and learning process, as well as its challenges and possibilities for deaf students. This qualitative research is an ethnographic based study, which studies a second year high school students inserted in a Youth and Adult Education (YAE). This group of students studies in a public school that has a special education for deaf people and it is also an inclusive school. At first, this school worked only as a special school for deaf students. Nowadays, due to the policy of inclusion, besides deaf students, this school also admits students who are listeners. The participants of this research were compound by eleven students (6 deaf students and 5 listeners), the English Teacher of this group and the Brazilian Sign Language Interpreter, who is also the participant-researcher of this study. This study lasted a whole school semester and the observations were made through audiovisual recordings of classes and interviews, field notes, and gathered documents. Regarding the presented cultural context, there was an attempt to understand the teaching practices of the English Language teaching for deaf students, the English Teacher’s conceptions of Foreign Language teaching, the cultural aspects of each language used in this process (Brazilian Sign Language, English and Portuguese), the influence of the inclusive process in that context and the interaction between the individuals studied. In the analysis, it was used the concept of cultural domains from ethnography (SPRADLEY, 1980). Conceptions about Deaf People Education and public policy of inclusion were discussed in the analysis. The analyzed data show that the researched school makes an effort to adapt itself according to the reality presented by the inclusive education. Another important fact observed during the English classes is that there is a lack of interaction between deaf students and listener students, mainly because of their linguistic inability to communicate and interact with one another. It was noticeable that the activity of copying was used more frequently than any other activity as a way of learning the English Language. Data suggest that many problems and challenges faced in the teaching of the target language for deaf students has its roots in the Brazilian educational system, which does not yet offer an ideal and high quality education for both teachers and student. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-09-29 |
dc.date.accessioned.fl_str_mv |
2015-10-28T14:51:49Z |
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 |
CARVALHO, R. A. M. Desafios e possibilidades do ensino da língua inglesa para surdos. 2014. 131 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2014. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/4815 |
identifier_str_mv |
CARVALHO, R. A. M. Desafios e possibilidades do ensino da língua inglesa para surdos. 2014. 131 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2014. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/4815 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-1403758209736362229 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
-5417850704678072988 |
dc.relation.cnpq.fl_str_mv |
7955259954785510783 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Letras e Linguística (FL) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Letras - FL (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
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UFG |
institution |
UFG |
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Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/708c3545-bda7-4033-a32a-4d9f1a3cc571/download http://repositorio.bc.ufg.br/tede/bitstreams/230d02c5-314b-4845-89da-61044c58cb3a/download http://repositorio.bc.ufg.br/tede/bitstreams/bd62c662-13ce-42ad-b7e0-cda6ecfe6cab/download http://repositorio.bc.ufg.br/tede/bitstreams/8235a510-98b0-4c8a-b3b5-f6524a4ed2e4/download http://repositorio.bc.ufg.br/tede/bitstreams/1b658e12-70c3-49d1-bfb9-427c05933567/download http://repositorio.bc.ufg.br/tede/bitstreams/d474afbe-b5e1-402a-8ceb-77d5fa6b9de9/download http://repositorio.bc.ufg.br/tede/bitstreams/eb5dcbfb-d84e-4c90-a755-68037d31cbdd/download |
bitstream.checksum.fl_str_mv |
bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f 683d9883b2ad62ac3b8bafc566b2e600 9da0b6dfac957114c6a7714714b86306 4e00bd5a84fe0cfe176893d10692a4be 59a89bfa3c7d35326eb250ae1bf8a1ee cc73c4c239a4c332d642ba1e7c7a9fb2 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 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 |
_version_ |
1798044348742369280 |