Reflections regarding the written Portuguese Language for deaf people in the context of bilingual school

Detalhes bibliográficos
Autor(a) principal: Maquieira, Josiane dos Santos
Data de Publicação: 2020
Outros Autores: Thewes, Jéssica Daiane Levandovski, Fronza, Cátia de Azevedo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Working Papers em Lingüística (Online)
Texto Completo: https://periodicos.ufsc.br/index.php/workingpapers/article/view/71359
Resumo: This article presents reflections on Maquieira's (2018) research, that investigated activities of written Portuguese language (WPL) in classes for deaf children, enrolled in the 2nd and 3rd grades on elementary bilingual public school for the deaf, located in the metropolitan region  of Porto Alegre, state of Rio Grande do Sul. The aim of this article is to reflect and (re)think about the nature of these proposals that can assist not only students in the use of the language, but also teachers in this teaching context. The data were generated from classroom observations, through photos and videos, and descriptive reports. For this article, WPL activities students produced will be considered from the material "Ideias para ensinar português para surdos" (QUADROS; SCHMIEDT, 2006), that presents the prospect of bilingual education for the deaf child, in view of linguistic and socio-cultural differences. The analysis-  follows Antunes (2003, 2007, 2009), who views the language as an activity that encompasses its use of not only based on the lexicon and grammar, but also on the development of texts which includes WPL interactions. We understand that the proposed writing activities for deaf people tend to consider WPL as their first language. Thus, to achieve that kind of teaching, it is necessary to describe both languages in a comparative/associative vision to present the particularities of each one, situating its respective functions, even before the construction of WPL activities in classroom.
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spelling Reflections regarding the written Portuguese Language for deaf people in the context of bilingual schoolReflexões sobre as atividades de Língua Portuguesa Escrita (LPE) em contexto de escola bilíngue para surdosThis article presents reflections on Maquieira's (2018) research, that investigated activities of written Portuguese language (WPL) in classes for deaf children, enrolled in the 2nd and 3rd grades on elementary bilingual public school for the deaf, located in the metropolitan region  of Porto Alegre, state of Rio Grande do Sul. The aim of this article is to reflect and (re)think about the nature of these proposals that can assist not only students in the use of the language, but also teachers in this teaching context. The data were generated from classroom observations, through photos and videos, and descriptive reports. For this article, WPL activities students produced will be considered from the material "Ideias para ensinar português para surdos" (QUADROS; SCHMIEDT, 2006), that presents the prospect of bilingual education for the deaf child, in view of linguistic and socio-cultural differences. The analysis-  follows Antunes (2003, 2007, 2009), who views the language as an activity that encompasses its use of not only based on the lexicon and grammar, but also on the development of texts which includes WPL interactions. We understand that the proposed writing activities for deaf people tend to consider WPL as their first language. Thus, to achieve that kind of teaching, it is necessary to describe both languages in a comparative/associative vision to present the particularities of each one, situating its respective functions, even before the construction of WPL activities in classroom.Neste artigo, apresentam-se reflexões a partir do estudo de Maquieira (2018)[1], que se voltou a atividades de língua portuguesa escrita (LPE) em sala de aula para crianças surdas, matriculadas em uma turma multisseriada de 2° e 3° anos do Ensino Fundamental, em escola pública bilíngue para surdos, localizada na região metropolitana de Porto Alegre/RS. Objetiva-se, com este artigo, refletir sobre atividades de LPE voltadas a alunos surdos e (re)pensar a natureza dessas propostas para que possam contribuir ainda mais para novas ofertas para o ensino e o aprendizado da(s) língua(s). Partimos de dados abordados na pesquisa de Maquieira (2018) com base em registros de observações em sala de aula, por meio de fotos e vídeos, além de relatórios descritivos. Para este artigo, serão consideradas atividades de LPE dos estudantes em foco, a partir das “Ideias para ensinar português para surdos”, produzidas por Quadros e Schmiedt (2006), pois apresentam a perspectiva de ensino bilíngue para a criança surda, com vista às diferenças linguísticas e socioculturais. Para a análise, considera-se, sob a ótica de Antunes (2003, 2007, 2009), a língua como atividade que abarca o uso não somente baseado no léxico e na gramática, mas também no desenvolvimento de textos que inclui situações de interação de LPE. Entendemos que as propostas de atividades de ensino de escrita para surdos tendem a considerar a LPE como primeira língua e, para significar esse tipo de ensino, é preciso descrever ambas as línguas, numa visão comparativa/associativa para apresentar as particularidades de cada uma, situando suas respectivas funções, antes mesmo da construção das atividades de LPE em sala de aula.[1] Dissertação de Mestrado do Programa de Pós-Graduação em Linguística Aplicada da Unisinos.   Programa de Pós-Graduação em Linguística da UFSC2020-12-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado por pares"Pesquisa Empírica de Campoapplication/pdfhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/7135910.5007/1984-8420.2020v21n2p46Working Papers em Linguística; v. 21 n. 2 (2020): Linguística Aplicada: o ensino e a aprendizagem das práticas de linguagem na esfera escolar; 46-681984-8420reponame:Working Papers em Lingüística (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/71359/44948Copyright (c) 2020 Josiane dos Santos Maquieira, Jéssica Daiane Levandovski Thewes, Cátia de Azevedo Fronzainfo:eu-repo/semantics/openAccessMaquieira, Josiane dos Santos Thewes, Jéssica Daiane Levandovski Fronza, Cátia de Azevedo 2020-12-10T19:36:14Zoai:periodicos.ufsc.br:article/71359Revistahttp://www.periodicos.ufsc.br/index.php/workingpapersPUBhttps://periodicos.ufsc.br/index.php/workingpapers/oaiizete.lehmkuhl.coelho@ufsc.br||portaldeperiodicos.bu@contato.ufsc.br||1984-84201415-1464opendoar:2020-12-10T19:36:14Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Reflections regarding the written Portuguese Language for deaf people in the context of bilingual school
Reflexões sobre as atividades de Língua Portuguesa Escrita (LPE) em contexto de escola bilíngue para surdos
title Reflections regarding the written Portuguese Language for deaf people in the context of bilingual school
spellingShingle Reflections regarding the written Portuguese Language for deaf people in the context of bilingual school
Maquieira, Josiane dos Santos
title_short Reflections regarding the written Portuguese Language for deaf people in the context of bilingual school
title_full Reflections regarding the written Portuguese Language for deaf people in the context of bilingual school
title_fullStr Reflections regarding the written Portuguese Language for deaf people in the context of bilingual school
title_full_unstemmed Reflections regarding the written Portuguese Language for deaf people in the context of bilingual school
title_sort Reflections regarding the written Portuguese Language for deaf people in the context of bilingual school
author Maquieira, Josiane dos Santos
author_facet Maquieira, Josiane dos Santos
Thewes, Jéssica Daiane Levandovski
Fronza, Cátia de Azevedo
author_role author
author2 Thewes, Jéssica Daiane Levandovski
Fronza, Cátia de Azevedo
author2_role author
author
dc.contributor.author.fl_str_mv Maquieira, Josiane dos Santos
Thewes, Jéssica Daiane Levandovski
Fronza, Cátia de Azevedo
description This article presents reflections on Maquieira's (2018) research, that investigated activities of written Portuguese language (WPL) in classes for deaf children, enrolled in the 2nd and 3rd grades on elementary bilingual public school for the deaf, located in the metropolitan region  of Porto Alegre, state of Rio Grande do Sul. The aim of this article is to reflect and (re)think about the nature of these proposals that can assist not only students in the use of the language, but also teachers in this teaching context. The data were generated from classroom observations, through photos and videos, and descriptive reports. For this article, WPL activities students produced will be considered from the material "Ideias para ensinar português para surdos" (QUADROS; SCHMIEDT, 2006), that presents the prospect of bilingual education for the deaf child, in view of linguistic and socio-cultural differences. The analysis-  follows Antunes (2003, 2007, 2009), who views the language as an activity that encompasses its use of not only based on the lexicon and grammar, but also on the development of texts which includes WPL interactions. We understand that the proposed writing activities for deaf people tend to consider WPL as their first language. Thus, to achieve that kind of teaching, it is necessary to describe both languages in a comparative/associative vision to present the particularities of each one, situating its respective functions, even before the construction of WPL activities in classroom.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-10
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dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/workingpapers/article/view/71359
10.5007/1984-8420.2020v21n2p46
url https://periodicos.ufsc.br/index.php/workingpapers/article/view/71359
identifier_str_mv 10.5007/1984-8420.2020v21n2p46
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/workingpapers/article/view/71359/44948
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dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística da UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística da UFSC
dc.source.none.fl_str_mv Working Papers em Linguística; v. 21 n. 2 (2020): Linguística Aplicada: o ensino e a aprendizagem das práticas de linguagem na esfera escolar; 46-68
1984-8420
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reponame_str Working Papers em Lingüística (Online)
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repository.name.fl_str_mv Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC)
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