Alunos surdos-alunos ouvintes : uma análise dialógica de momentos interacionais
Autor(a) principal: | |
---|---|
Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/364 |
Resumo: | This research focuses on the interactions between deaf students and their non-deaf classmates, analyzing communicative aspects observed in the social interactions in EMEB Maria da Glória de Souza, in Cuiabá. The entire research sought to understand how deaf students and non-deaf students interact, through the language, in school. Therefore, our overall objective was to observe whether there is interaction between deaf students and non-deaf students in the school environment, since, in Mato Grosso, there are no studies that analyze the issue of the deaf-non-deaf student interaction under a Bakhtinian perspective. We believe that the concept of interaction, widespread in the school sphere, requires a better understanding and reframing, taking into account our theoretical and methodological framework. In an attempt to base our theoretical positions, we will seek to bring as a contribution to the field of linguistic studies, a more clarified distinction of how social interaction is conceived in the studies of Mikhail Bakhtin and Levy Vygotsky. In this direction, we understand, in this study, the language as a place of human interaction, a social phenomenon, historical and ideological, as well as defined by Bakhtin/Volochínov (2012 [1929]); allies itself with the context of researches on the teaching that presents itself today, in which it’s presumed a non individual, nor a-historical consideration of the processes of teaching and learning. These studies have in common the adoption of the socio-historical learning theory of Vygotsky (1930), coupled with the enunciation-discursive perspective of Bakhtin and the Circle (1929; 1953), relying on several of its notions, especially regarding interaction, dialogical relations, dialogue, otherness, exotopy, sign, concrete statement, active understanding. The theoretical-methodological approach used in the research was the qualitative approach, and the dialogical analysis based on Brait (2006) and Amorim (2001), watching interactive moments, registered in a historical-cultural and semiotic interpretation of the processes of human interaction. Six classes were observed and filmed in the selected school’s 6th year, during March and April of 2014. The results of our analysis indicate that linguistic and cultural differences have not prevented social interaction between deaf students and non-deaf students. We note that this occurs in the realization of all group activities proposed in the classroom. It became evident to us that, for children, the inclusion is much more natural than for the adults present at school environment. The experience of inclusion proves to be beneficial for deaf students and non-deaf students, as they can better develop their concepts about deafness, sign language and the deaf community, developing themselves as not indifferent citizens. |
id |
UFMT_58e665dbcf4545ad6aca479fc5400dc1 |
---|---|
oai_identifier_str |
oai:localhost:1/364 |
network_acronym_str |
UFMT |
network_name_str |
Repositório Institucional da UFMT |
repository_id_str |
|
spelling |
Alunos surdos-alunos ouvintes : uma análise dialógica de momentos interacionaisInteraçãoAluno surdo-aluno ouvinteInclusãoCNPQ::LINGUISTICA, LETRAS E ARTESInteractionDeaf student-non-deaf studentInclusionThis research focuses on the interactions between deaf students and their non-deaf classmates, analyzing communicative aspects observed in the social interactions in EMEB Maria da Glória de Souza, in Cuiabá. The entire research sought to understand how deaf students and non-deaf students interact, through the language, in school. Therefore, our overall objective was to observe whether there is interaction between deaf students and non-deaf students in the school environment, since, in Mato Grosso, there are no studies that analyze the issue of the deaf-non-deaf student interaction under a Bakhtinian perspective. We believe that the concept of interaction, widespread in the school sphere, requires a better understanding and reframing, taking into account our theoretical and methodological framework. In an attempt to base our theoretical positions, we will seek to bring as a contribution to the field of linguistic studies, a more clarified distinction of how social interaction is conceived in the studies of Mikhail Bakhtin and Levy Vygotsky. In this direction, we understand, in this study, the language as a place of human interaction, a social phenomenon, historical and ideological, as well as defined by Bakhtin/Volochínov (2012 [1929]); allies itself with the context of researches on the teaching that presents itself today, in which it’s presumed a non individual, nor a-historical consideration of the processes of teaching and learning. These studies have in common the adoption of the socio-historical learning theory of Vygotsky (1930), coupled with the enunciation-discursive perspective of Bakhtin and the Circle (1929; 1953), relying on several of its notions, especially regarding interaction, dialogical relations, dialogue, otherness, exotopy, sign, concrete statement, active understanding. The theoretical-methodological approach used in the research was the qualitative approach, and the dialogical analysis based on Brait (2006) and Amorim (2001), watching interactive moments, registered in a historical-cultural and semiotic interpretation of the processes of human interaction. Six classes were observed and filmed in the selected school’s 6th year, during March and April of 2014. The results of our analysis indicate that linguistic and cultural differences have not prevented social interaction between deaf students and non-deaf students. We note that this occurs in the realization of all group activities proposed in the classroom. It became evident to us that, for children, the inclusion is much more natural than for the adults present at school environment. The experience of inclusion proves to be beneficial for deaf students and non-deaf students, as they can better develop their concepts about deafness, sign language and the deaf community, developing themselves as not indifferent citizens.Esta pesquisa aborda as interações entre alunos surdos e seus colegas ouvintes, analisando aspectos comunicativos observados nas interações sociais na EMEB Maria da Glória de Souza, em Cuiabá. Toda a pesquisa buscou entender como os alunos surdos e alunos ouvintes interagem, pela linguagem, na escola. Portanto, nosso objetivo geral foi observar se há interação entre alunos surdos e alunos ouvintes em ambiente escolar, visto que, em Mato Grosso, não há estudos que analisem a questão da interação aluno surdo-aluno ouvinte sob uma perspectiva bakhtiniana. Acreditamos que o conceito de interação, bastante difundido na esfera escolar, necessite de uma melhor compreensão e ressignificação, levando em conta nosso referencial teórico-metodológico. Na tentativa de alicerçar nossas posições teóricas, buscaremos trazer, como contribuição à área de estudos linguísticos, uma distinção mais aclarada de como é concebida a interação social nos estudos de Mikhail Bakhtin e Levy Vygotsky. Nesta direção, compreendemos, neste estudo, a linguagem como um lugar de interação humana, um fenômeno social, histórico e ideológico, assim como definem Bakhtin/Volochínov (2012 [1929]); alia-se ao contexto de pesquisas a respeito do ensino que se apresenta hoje, em que se pressupõe uma consideração não individual nem a-histórica dos processos de ensino-aprendizagem. Tais pesquisas têm em comum a adoção da teoria socio-histórica da aprendizagem de Vygotsky (1930), aliada à perspectiva enunciativo-discursiva de Bakhtin e o Círculo (1929; 1953), apoiando-se em várias de suas noções, principalmente as de interação, relações dialógicas, diálogo, alteridade, exotopia, signo, enunciado concreto, compreensão ativa. O caminho teórico-metodológico usado na pesquisa foi a abordagem qualitativa, e a Análise Dialógica do Discurso com base em Brait (2006) e Amorim (2001), observando momentos interativos, inscritos numa interpretação histórico-cultural e semiótica dos processos humanos de interação. Foram observadas e filmadas seis aulas no 6º ano da escola selecionada, no período de março e abril de 2014. Os resultados de nossa análise indicam que as diferenças linguísticas e culturais não impediram que a interação social entre os alunos surdos e os alunos ouvintes ocorresse. Observamos que esta ocorre na realização de todas as atividades de grupo propostas em sala. Ficou evidente, para nós, que, para as crianças, a inclusão é muito mais natural do que para os adultos presentes no espaço escolar. A experiência de inclusão revela-se benéfica para os alunos surdos e alunos ouvintes, pois eles podem melhor elaborar seus conceitos a respeito da surdez, língua de sinais e comunidade surda, desenvolvendo-se como cidadãos não indiferentes.Universidade Federal de Mato GrossoBrasilInstituto de Linguagens (IL)UFMT CUC - CuiabáPrograma de Pós-Graduação em Estudos de LinguagemPadilha, Simone de JesusDuarte, Anderson Simãohttp://lattes.cnpq.br/2961358299257619http://lattes.cnpq.br/3020979926140822Padilha, Simone de Jesus432.858.131-72http://lattes.cnpq.br/3020979926140822Pereira, Vinícius Carvalho109.873.267-75http://lattes.cnpq.br/5304593788129950432.858.131-72432.938.671-20Silva, Nilce Maria da670.218.406-91http://lattes.cnpq.br/8357041002327017Almeida, Sérgio Henrique de Souza2017-06-10T16:39:00Z2014-12-172017-06-10T16:39:00Z2014-12-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisALMEIDA, Sérgio Henrique de Souza. Alunos surdos-alunos ouvintes: uma análise dialógica de momentos interacionais. 2014. ix, 123 f. Dissertação (Mestrado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2014.http://ri.ufmt.br/handle/1/364porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2017-06-13T07:01:15Zoai:localhost:1/364Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2017-06-13T07:01:15Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Alunos surdos-alunos ouvintes : uma análise dialógica de momentos interacionais |
title |
Alunos surdos-alunos ouvintes : uma análise dialógica de momentos interacionais |
spellingShingle |
Alunos surdos-alunos ouvintes : uma análise dialógica de momentos interacionais Almeida, Sérgio Henrique de Souza Interação Aluno surdo-aluno ouvinte Inclusão CNPQ::LINGUISTICA, LETRAS E ARTES Interaction Deaf student-non-deaf student Inclusion |
title_short |
Alunos surdos-alunos ouvintes : uma análise dialógica de momentos interacionais |
title_full |
Alunos surdos-alunos ouvintes : uma análise dialógica de momentos interacionais |
title_fullStr |
Alunos surdos-alunos ouvintes : uma análise dialógica de momentos interacionais |
title_full_unstemmed |
Alunos surdos-alunos ouvintes : uma análise dialógica de momentos interacionais |
title_sort |
Alunos surdos-alunos ouvintes : uma análise dialógica de momentos interacionais |
author |
Almeida, Sérgio Henrique de Souza |
author_facet |
Almeida, Sérgio Henrique de Souza |
author_role |
author |
dc.contributor.none.fl_str_mv |
Padilha, Simone de Jesus Duarte, Anderson Simão http://lattes.cnpq.br/2961358299257619 http://lattes.cnpq.br/3020979926140822 Padilha, Simone de Jesus 432.858.131-72 http://lattes.cnpq.br/3020979926140822 Pereira, Vinícius Carvalho 109.873.267-75 http://lattes.cnpq.br/5304593788129950 432.858.131-72 432.938.671-20 Silva, Nilce Maria da 670.218.406-91 http://lattes.cnpq.br/8357041002327017 |
dc.contributor.author.fl_str_mv |
Almeida, Sérgio Henrique de Souza |
dc.subject.por.fl_str_mv |
Interação Aluno surdo-aluno ouvinte Inclusão CNPQ::LINGUISTICA, LETRAS E ARTES Interaction Deaf student-non-deaf student Inclusion |
topic |
Interação Aluno surdo-aluno ouvinte Inclusão CNPQ::LINGUISTICA, LETRAS E ARTES Interaction Deaf student-non-deaf student Inclusion |
description |
This research focuses on the interactions between deaf students and their non-deaf classmates, analyzing communicative aspects observed in the social interactions in EMEB Maria da Glória de Souza, in Cuiabá. The entire research sought to understand how deaf students and non-deaf students interact, through the language, in school. Therefore, our overall objective was to observe whether there is interaction between deaf students and non-deaf students in the school environment, since, in Mato Grosso, there are no studies that analyze the issue of the deaf-non-deaf student interaction under a Bakhtinian perspective. We believe that the concept of interaction, widespread in the school sphere, requires a better understanding and reframing, taking into account our theoretical and methodological framework. In an attempt to base our theoretical positions, we will seek to bring as a contribution to the field of linguistic studies, a more clarified distinction of how social interaction is conceived in the studies of Mikhail Bakhtin and Levy Vygotsky. In this direction, we understand, in this study, the language as a place of human interaction, a social phenomenon, historical and ideological, as well as defined by Bakhtin/Volochínov (2012 [1929]); allies itself with the context of researches on the teaching that presents itself today, in which it’s presumed a non individual, nor a-historical consideration of the processes of teaching and learning. These studies have in common the adoption of the socio-historical learning theory of Vygotsky (1930), coupled with the enunciation-discursive perspective of Bakhtin and the Circle (1929; 1953), relying on several of its notions, especially regarding interaction, dialogical relations, dialogue, otherness, exotopy, sign, concrete statement, active understanding. The theoretical-methodological approach used in the research was the qualitative approach, and the dialogical analysis based on Brait (2006) and Amorim (2001), watching interactive moments, registered in a historical-cultural and semiotic interpretation of the processes of human interaction. Six classes were observed and filmed in the selected school’s 6th year, during March and April of 2014. The results of our analysis indicate that linguistic and cultural differences have not prevented social interaction between deaf students and non-deaf students. We note that this occurs in the realization of all group activities proposed in the classroom. It became evident to us that, for children, the inclusion is much more natural than for the adults present at school environment. The experience of inclusion proves to be beneficial for deaf students and non-deaf students, as they can better develop their concepts about deafness, sign language and the deaf community, developing themselves as not indifferent citizens. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-12-17 2014-12-05 2017-06-10T16:39:00Z 2017-06-10T16:39:00Z |
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.uri.fl_str_mv |
ALMEIDA, Sérgio Henrique de Souza. Alunos surdos-alunos ouvintes: uma análise dialógica de momentos interacionais. 2014. ix, 123 f. Dissertação (Mestrado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2014. http://ri.ufmt.br/handle/1/364 |
identifier_str_mv |
ALMEIDA, Sérgio Henrique de Souza. Alunos surdos-alunos ouvintes: uma análise dialógica de momentos interacionais. 2014. ix, 123 f. Dissertação (Mestrado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2014. |
url |
http://ri.ufmt.br/handle/1/364 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Repositório Institucional da UFMT |
collection |
Repositório Institucional da UFMT |
repository.name.fl_str_mv |
Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
jordanbiblio@gmail.com |
_version_ |
1804648489091596288 |