A sinalização de histórias em libras: aspectos linguísticos e extralinguísticos

• Autor(a) principal: Costa, Alessandra Campos Lima de
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000bbr2
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/5120
• topic: Línguas de sinais; Libras; Ensino de libras; Contação de histórias em libras; Alunos ouvintes; Sign language; Libras; Teaching libras; Storytelling in libras; Hearing students; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This study investigates seven stories narrated by a group of hearing students who took part in a Libras Course offered by a public educational institution in the city of Goiânia, during the first semester of 2014. The stories were firstly narrated in Portuguese and then signalized in Libras – the Brazilian Sign Language. In a more specific way, the study seeks to identify, describe and analyze the linguistic and extra-linguistic aspects of the students’ production when they narrated stories in Libras. Some of these aspects include facial expressions, posturing and body displacement, using of space, gesturing errors and mistakes during signs production, influences of the native language among others. In order to achieve this aim, seven stories narrated in Libras were video recorded and transcribed with the aid of Elan Program for further analysis. In a second stage of the analysis, two deaf collaborators, proficient in Libras, offered their input to the analysis by watching the videos, evaluating and commenting the students’ production. These considerations were recorded and then transcribed from Libras to Portuguese so that it could be accessible for all readers. This way, data analysis was based on the area literature, in my own experience as a Libras interpreter, on the observations of the deaf helpers and of course on data itself. Results show that when teaching Libras special attention should be given to non-manual signs as well to referents while using space throughout the story. Data also reveal that the incidence of “errors” during the participants’ production was mostly due to the influence of their L1. The importance of this research lies in the fact that it serves as a reference for those interested in the teaching of Libras as a second language and also for those who are in charge of teacher practice development and Libras course design.