Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/15694 |
Resumo: | Access to higher education has always been an obstacle for many deaf people. Before the recognition of the Brazilian Sign Language, through Law 10.436/2002, as the language of the deaf people in the country, the possibilities of access were very limited and the conditions of permanence were even more precarious. This scenario was potentially modified after the regulation of the Law, which led to the mandatory use of Libras as a subject in Licentiate and Speech-Language Pathology and Audiology courses and the creation of a teacher training course in Letters Libras, promoting a significant increase in the number of deaf students in universities. Thinking about this formation and these subjects raised the question that moved this research: for the subject, what are the meanings of learning and teaching Libras? As a general objective, we list: To understand the meanings of learning and teaching Libras by deaf students of the Letras Libras degree course at the Federal University of Sergipe, in the epistemic, social and identity aspects, having as theoretical-methodological foundation the Relationship with Knowledge in the perspective anthropology by Bernard Charlot (2000; 2005; 2009; 2013). This is a qualitative and exploratory investigation, which uses the questionnaire, the Balance of Knowledge and the semi-structured interview as data collection instruments, with fourteen deaf students participating in the aforementioned course on the São Cristóvão campus. The analysis categories were structured in three axes: the subjects' school trajectory, the meanings they evoke from learning in the course, in the appropriation of their epistemic Self and the meanings they attribute to the teaching of Libras, in the constitution of their teacher identity. The research presents the trajectories of these students, highlighting the social relationships with the family and the school, as well as the difficulties, the resilience strategies and the factors that led to the course. There is no knowledge without relationship and, thus, the research highlights two processes evidenced by the subjects: the perception of an epistemic Self, of a subject engaged in a conscious teaching process that learns and acquires a certain knowledge and the construction of a teaching identity which proves the thesis that, for the deaf student, becoming a Libras teacher is associated with the desire to spread the language, to build a different education for other deaf people, preventing them from suffering the same anguish and difficulties they went through. |
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Souza, Adriana Alves NovaisSilva, Veleida Anahí daSouza, Rita de Cácia Santos2022-05-12T23:50:54Z2022-05-12T23:50:54Z2022-03-15SOUZA, Adriana Alves Novais. Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS. 2022. 224 f. Tese (Doutorado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022.https://ri.ufs.br/jspui/handle/riufs/15694Access to higher education has always been an obstacle for many deaf people. Before the recognition of the Brazilian Sign Language, through Law 10.436/2002, as the language of the deaf people in the country, the possibilities of access were very limited and the conditions of permanence were even more precarious. This scenario was potentially modified after the regulation of the Law, which led to the mandatory use of Libras as a subject in Licentiate and Speech-Language Pathology and Audiology courses and the creation of a teacher training course in Letters Libras, promoting a significant increase in the number of deaf students in universities. Thinking about this formation and these subjects raised the question that moved this research: for the subject, what are the meanings of learning and teaching Libras? As a general objective, we list: To understand the meanings of learning and teaching Libras by deaf students of the Letras Libras degree course at the Federal University of Sergipe, in the epistemic, social and identity aspects, having as theoretical-methodological foundation the Relationship with Knowledge in the perspective anthropology by Bernard Charlot (2000; 2005; 2009; 2013). This is a qualitative and exploratory investigation, which uses the questionnaire, the Balance of Knowledge and the semi-structured interview as data collection instruments, with fourteen deaf students participating in the aforementioned course on the São Cristóvão campus. The analysis categories were structured in three axes: the subjects' school trajectory, the meanings they evoke from learning in the course, in the appropriation of their epistemic Self and the meanings they attribute to the teaching of Libras, in the constitution of their teacher identity. The research presents the trajectories of these students, highlighting the social relationships with the family and the school, as well as the difficulties, the resilience strategies and the factors that led to the course. There is no knowledge without relationship and, thus, the research highlights two processes evidenced by the subjects: the perception of an epistemic Self, of a subject engaged in a conscious teaching process that learns and acquires a certain knowledge and the construction of a teaching identity which proves the thesis that, for the deaf student, becoming a Libras teacher is associated with the desire to spread the language, to build a different education for other deaf people, preventing them from suffering the same anguish and difficulties they went through.El acceso a la educación superior siempre ha sido un obstáculo para muchas personas sordas. Antes del reconocimiento de la Lengua de Signos Brasileña, a través de la Ley 10.436/2002, como lengua de los sordos en el país, las posibilidades de acceso eran muy limitadas y las condiciones de permanencia aún más precarias. Este escenario se vio potencialmente modificado luego de la reglamentación de la Ley, que condujo a la obligatoriedad del uso de Libras como asignatura en los cursos de Licenciatura y Logopedia y Audiología y la creación de un curso de formación docente en Letras Libras, promoviendo un aumento significativo de el número de estudiantes sordos en las universidades. Pensar en esta formación y en estos sujetos planteó la pregunta que movió esta investigación: para el sujeto, ¿cuáles son los significados de aprender y enseñar Libras? Como objetivo general, enumeramos: Comprender los significados del aprendizaje y la enseñanza de Libras por parte de los estudiantes sordos de la carrera de Letras Libras de la Universidad Federal de Sergipe, en los aspectos epistémico, social e identitario, teniendo como fundamento teórico-metodológico la Relación con el Conocimiento en la perspectiva antropológica de Bernard Charlot (2000; 2005; 2009; 2013). Se trata de una investigación cualitativa y exploratoria, que utiliza como instrumentos de recolección de datos el cuestionario, la Balanza de Saber y la entrevista semiestructurada, con catorce alumnos sordos participantes del curso mencionado en el campus de São Cristóvão. Las categorías de análisis se estructuraron en tres ejes: la trayectoria escolar de los sujetos, los significados que evocan de los aprendizajes en el curso, en la apropiación de su Yo epistémico y los significados que atribuyen a la enseñanza de Libras, en la constitución de su identidad docente . La investigación presenta las trayectorias de estos estudiantes, destacando las relaciones sociales con la familia y la escuela, así como las dificultades, las estrategias de resiliencia y los factores que llevaron al curso. No hay saber sin relación y, así, la investigación destaca dos procesos evidenciados por los sujetos: la percepción de un Yo epistémico, de un sujeto comprometido en un proceso de enseñanza consciente que aprende y adquiere un determinado saber y la construcción de una identidad docente lo que prueba la tesis de que, para el alumno sordo, convertirse en profesor de Libras está asociado al deseo de difundir el idioma, de construir una educación diferente para otras personas sordas, evitando que sufran las mismas angustias y dificultades por las que pasaron.O acesso ao ensino superior sempre foi um entrave para muitas pessoas surdas. Antes do reconhecimento da Língua de Sinais Brasileira, por meio da Lei 10.436/2002, como língua do povo surdo no país, eram muito limitadas as possibilidades de acesso e ainda mais precárias as condições de permanência. Esse cenário foi potencialmente modificado após a regulamentação da Lei, o que levou à obrigatoriedade da Libras como disciplina em cursos de Licenciatura e de Fonoaudiologia e na criação do curso de formação de professores em Letras Libras, promovendo um aumento significativo no número de estudantes surdos nas universidades. Pensar sobre essa formação e esses sujeitos fez emergir a questão que moveu esta pesquisa: para o sujeito, quais os sentidos de aprender e ensinar Libras? Como objetivo geral, elencamos: Compreender os sentidos de aprender e ensinar Libras pelos estudantes surdos do curso de licenciatura Letras Libras da Universidade Federal de Sergipe, nos aspectos epistêmicos, sociais e identitários, tendo por fundamentação teórico-metodológica a Relação com o Saber na perspectiva antropológica de Bernard Charlot (2000; 2005; 2009; 2013). Trata-se de uma investigação qualitativa e do tipo exploratória, que utiliza como instrumentos de levantamento de dados o questionário, o Balanço do Saber e a entrevista semiestruturada, tendo por participantes catorze estudantes surdos do referido curso no campus de São Cristóvão. As categorias de análise foram estruturadas em três eixos: a trajetória escolar dos sujeitos, os sentidos que evocam do aprendizado no curso, na apropriação do seu Eu epistêmico e dos sentidos que atribuem ao ensino de Libras, na constituição de sua identidade de professor. A pesquisa apresenta as trajetórias desses estudantes, destacando as relações sociais com a família e a escola, como também as dificuldades, as estratégias de resiliência e os fatores que levaram ao curso. Não há saber sem relação e, dessa forma, a pesquisa destaca dois processos evidenciados pelos sujeitos: a percepção de um Eu epistêmico, de um sujeito engajado num processo de ensino consciente de que aprende e adquire um determinado saber e a construção de uma identidade docente na qual se comprova a tese de que, para o estudante surdo, tornarse professor de Libras associa-se ao desejo de disseminar a língua, de construir uma educação diferente para outros surdos, evitando que sofram as mesmas angústias e dificuldades pelas quais passaram.São CristóvãoporEducaçãoEnsinoProfessoresFormação de professoresSurdosEducação de surdosLíngua brasileira de sinaisUniversidade Federal de Sergipe (UFS)Formação inicial docenteLetras librasRelação com o saberDeaf educationInitial teacher trainingPound lettersRelationship with knowledgeEducación para sordosFormación inicial del profesoradoLetras de libraRelación con el conocimientoCIENCIAS HUMANAS::EDUCACAOIdentidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessORIGINALADRIANA_ALVES_NOVAIS_SOUZA.pdfADRIANA_ALVES_NOVAIS_SOUZA.pdfapplication/pdf2190658https://ri.ufs.br/jspui/bitstream/riufs/15694/2/ADRIANA_ALVES_NOVAIS_SOUZA.pdf7375b99f930429c34c19d172076b5665MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15694/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51TEXTADRIANA_ALVES_NOVAIS_SOUZA.pdf.txtADRIANA_ALVES_NOVAIS_SOUZA.pdf.txtExtracted texttext/plain599555https://ri.ufs.br/jspui/bitstream/riufs/15694/3/ADRIANA_ALVES_NOVAIS_SOUZA.pdf.txt8467637d91e7adc28bf0cfce0a1e5c8aMD53THUMBNAILADRIANA_ALVES_NOVAIS_SOUZA.pdf.jpgADRIANA_ALVES_NOVAIS_SOUZA.pdf.jpgGenerated Thumbnailimage/jpeg1273https://ri.ufs.br/jspui/bitstream/riufs/15694/4/ADRIANA_ALVES_NOVAIS_SOUZA.pdf.jpgfe6d0e296a1b6ac1d8a62334ad6cb017MD54riufs/156942022-05-12 20:50:54.569oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-05-12T23:50:54Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS |
title |
Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS |
spellingShingle |
Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS Souza, Adriana Alves Novais Educação Ensino Professores Formação de professores Surdos Educação de surdos Língua brasileira de sinais Universidade Federal de Sergipe (UFS) Formação inicial docente Letras libras Relação com o saber Deaf education Initial teacher training Pound letters Relationship with knowledge Educación para sordos Formación inicial del profesorado Letras de libra Relación con el conocimiento CIENCIAS HUMANAS::EDUCACAO |
title_short |
Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS |
title_full |
Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS |
title_fullStr |
Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS |
title_full_unstemmed |
Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS |
title_sort |
Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS |
author |
Souza, Adriana Alves Novais |
author_facet |
Souza, Adriana Alves Novais |
author_role |
author |
dc.contributor.author.fl_str_mv |
Souza, Adriana Alves Novais |
dc.contributor.advisor1.fl_str_mv |
Silva, Veleida Anahí da |
dc.contributor.advisor-co1.fl_str_mv |
Souza, Rita de Cácia Santos |
contributor_str_mv |
Silva, Veleida Anahí da Souza, Rita de Cácia Santos |
dc.subject.por.fl_str_mv |
Educação Ensino Professores Formação de professores Surdos Educação de surdos Língua brasileira de sinais Universidade Federal de Sergipe (UFS) Formação inicial docente Letras libras Relação com o saber |
topic |
Educação Ensino Professores Formação de professores Surdos Educação de surdos Língua brasileira de sinais Universidade Federal de Sergipe (UFS) Formação inicial docente Letras libras Relação com o saber Deaf education Initial teacher training Pound letters Relationship with knowledge Educación para sordos Formación inicial del profesorado Letras de libra Relación con el conocimiento CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Deaf education Initial teacher training Pound letters Relationship with knowledge |
dc.subject.spa.fl_str_mv |
Educación para sordos Formación inicial del profesorado Letras de libra Relación con el conocimiento |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Access to higher education has always been an obstacle for many deaf people. Before the recognition of the Brazilian Sign Language, through Law 10.436/2002, as the language of the deaf people in the country, the possibilities of access were very limited and the conditions of permanence were even more precarious. This scenario was potentially modified after the regulation of the Law, which led to the mandatory use of Libras as a subject in Licentiate and Speech-Language Pathology and Audiology courses and the creation of a teacher training course in Letters Libras, promoting a significant increase in the number of deaf students in universities. Thinking about this formation and these subjects raised the question that moved this research: for the subject, what are the meanings of learning and teaching Libras? As a general objective, we list: To understand the meanings of learning and teaching Libras by deaf students of the Letras Libras degree course at the Federal University of Sergipe, in the epistemic, social and identity aspects, having as theoretical-methodological foundation the Relationship with Knowledge in the perspective anthropology by Bernard Charlot (2000; 2005; 2009; 2013). This is a qualitative and exploratory investigation, which uses the questionnaire, the Balance of Knowledge and the semi-structured interview as data collection instruments, with fourteen deaf students participating in the aforementioned course on the São Cristóvão campus. The analysis categories were structured in three axes: the subjects' school trajectory, the meanings they evoke from learning in the course, in the appropriation of their epistemic Self and the meanings they attribute to the teaching of Libras, in the constitution of their teacher identity. The research presents the trajectories of these students, highlighting the social relationships with the family and the school, as well as the difficulties, the resilience strategies and the factors that led to the course. There is no knowledge without relationship and, thus, the research highlights two processes evidenced by the subjects: the perception of an epistemic Self, of a subject engaged in a conscious teaching process that learns and acquires a certain knowledge and the construction of a teaching identity which proves the thesis that, for the deaf student, becoming a Libras teacher is associated with the desire to spread the language, to build a different education for other deaf people, preventing them from suffering the same anguish and difficulties they went through. |
publishDate |
2022 |
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2022-05-12T23:50:54Z |
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2022-05-12T23:50:54Z |
dc.date.issued.fl_str_mv |
2022-03-15 |
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SOUZA, Adriana Alves Novais. Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS. 2022. 224 f. Tese (Doutorado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022. |
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https://ri.ufs.br/jspui/handle/riufs/15694 |
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SOUZA, Adriana Alves Novais. Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS. 2022. 224 f. Tese (Doutorado em Educação) - Universidade Federal de Sergipe, São Cristóvão, 2022. |
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