Ensino-aprendizagem de aspectos da língua portuguesa para surdos com experiência acadêmica: um estudo à luz da pesquisa crítica de colaboração
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNIFESP |
Texto Completo: | https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=9427487 https://hdl.handle.net/11600/64727 |
Resumo: | This research aimed to investigate the possibilities for teaching and learning grammatical aspects of Portuguese by deaf people who already have experience with this language. For this purpose, a distance learning course based on material available to listeners was developed for deaf students with some contents related to the Portuguese Language Orthographic Agreement. For the pilot project implementation, four deaf learners participated. This project was divided into two stages, named as Stage I and Stage II, in order to evaluate the methodological aspects, the didactic resources and the accessibility of the referred course. It is based on Vygotsky’s socio-cultural-historical theory (1924-1934), on studies on the teaching of Brazilian Sign Language (Libras) as L1 (QUADROS, 2000) to deaf students (KARNOPP; PEREIRA, 2015; MÜLLER, 2016) and on second language teaching methodologies. This study is inserted in the Critical Collaborative Research since it is based on the negotiation of meanings, which allows reflection and transformation of the participants. People who participated in Stage I revealed that: (1) the use of Brazilian Sign Language Alphabet without the meaning expressed in Brazilian Sign Language or image can make it difficult for deaf people with little lexical knowledge to comprehend; (2) signing exact Portuguese is not Libras, so it does not facilitate learning; and (3) the lack of context for using the studied grammatical rule makes it difficult to understand the content. Thus, for Stage II, one of the course modules was reformulated, covering these suggestions and taking into account the concept of language as interactional and dialogical. The students redid this module and noticed a significant change in the visual and contextual aspects of the grammatical teaching developed in Libras, attending the specificities of the deaf students. The professor-researcher studied new didactic and methodological possibilities for the course and, in this process, there was a transformation of her pedagogical practices. |
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Ensino-aprendizagem de aspectos da língua portuguesa para surdos com experiência acadêmica: um estudo à luz da pesquisa crítica de colaboraçãoDistance Education For Deaf LearnersSecond Language Teaching And LearningPortuguese For Deaf StudentsEnsino A Distância Para SurdosEnsino-Aprendizagem De Segunda LínguaPortuguês Para SurdosThis research aimed to investigate the possibilities for teaching and learning grammatical aspects of Portuguese by deaf people who already have experience with this language. For this purpose, a distance learning course based on material available to listeners was developed for deaf students with some contents related to the Portuguese Language Orthographic Agreement. For the pilot project implementation, four deaf learners participated. This project was divided into two stages, named as Stage I and Stage II, in order to evaluate the methodological aspects, the didactic resources and the accessibility of the referred course. It is based on Vygotsky’s socio-cultural-historical theory (1924-1934), on studies on the teaching of Brazilian Sign Language (Libras) as L1 (QUADROS, 2000) to deaf students (KARNOPP; PEREIRA, 2015; MÜLLER, 2016) and on second language teaching methodologies. This study is inserted in the Critical Collaborative Research since it is based on the negotiation of meanings, which allows reflection and transformation of the participants. People who participated in Stage I revealed that: (1) the use of Brazilian Sign Language Alphabet without the meaning expressed in Brazilian Sign Language or image can make it difficult for deaf people with little lexical knowledge to comprehend; (2) signing exact Portuguese is not Libras, so it does not facilitate learning; and (3) the lack of context for using the studied grammatical rule makes it difficult to understand the content. Thus, for Stage II, one of the course modules was reformulated, covering these suggestions and taking into account the concept of language as interactional and dialogical. The students redid this module and noticed a significant change in the visual and contextual aspects of the grammatical teaching developed in Libras, attending the specificities of the deaf students. The professor-researcher studied new didactic and methodological possibilities for the course and, in this process, there was a transformation of her pedagogical practices.Este estudo objetivou investigar as possibilidades de ensino-aprendizagem de aspectos gramaticais da língua portuguesa (LP) para surdos que já tenham experiência com essa língua. Para tanto, foi desenvolvido, a partir de um material disponível para ouvintes, um curso com alguns conteúdos referentes ao Novo Acordo Ortográfico da LP para estudantes surdos na modalidade a distância (EaD). Para a realização do projeto-piloto, participaram quatro estudantes surdos. Esse projeto foi dividido em duas etapas, denominadas aqui como Etapa I e Etapa II, para que fossem avaliados os aspectos metodológicos, os recursos didáticos e a acessibilidade do referido curso. Apoia-se na teoria sócio-histórico-cultural de Vygotsky (1924-1934), em estudos sobre o ensino de Libras como L1 (QUADROS, 2000) para surdos (KARNOPP; PEREIRA, 2015; MÜLLER, 2016) e em metodologias de ensino de segunda língua. Está inserido na Pesquisa Crítica de Colaboração (PCCol) porque se baseia na negociação de sentidos e significados, possibilitando reflexão e transformação dos participantes. Os participantes da Etapa I revelaram que: (1) o uso da datilologia sem o significado expresso em Língua Brasileira de Sinais (Libras) ou de imagem pode dificultar o entendimento para surdos que têm pouco conhecimento lexical; (2) português sinalizado não é Libras, portanto, não facilita a aprendizagem; e (3) que a falta de contexto de uso da regra gramatical estudada dificulta a compreensão do conteúdo. Assim, para a Etapa II, um dos módulos do curso foi reformulado, abrangendo essas sugestões, e levando em consideração o conceito de língua como interacional e dialógica. Os estudantes refizeram esse módulo e perceberam mudança significativa nos aspectos visuais e de contextualização do ensino gramatical desenvolvido em Libras, atendendo às especificidades dos estudantes surdos. A professora-pesquisadora estudou novas possibilidades didáticas e metodológicas para o curso e, nesse movimento, houve uma transformação de suas práticas pedagógicas.Dados abertos - Sucupira - Teses e dissertações (2020)Universidade Federal de São Paulo (UNIFESP)Fidalgo, Sueli Salles [UNIFESP]Universidade Federal de São PauloFreitas, Maly Magalhaes [UNIFESP]2022-07-22T13:21:34Z2022-07-22T13:21:34Z2020-07-31info:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersion218 p.application/pdfhttps://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=9427487MALY MAGALHAES FREITAS.pdfhttps://hdl.handle.net/11600/64727porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESP2024-07-27T03:10:58Zoai:repositorio.unifesp.br/:11600/64727Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestbiblioteca.csp@unifesp.bropendoar:34652024-07-27T03:10:58Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.none.fl_str_mv |
Ensino-aprendizagem de aspectos da língua portuguesa para surdos com experiência acadêmica: um estudo à luz da pesquisa crítica de colaboração |
title |
Ensino-aprendizagem de aspectos da língua portuguesa para surdos com experiência acadêmica: um estudo à luz da pesquisa crítica de colaboração |
spellingShingle |
Ensino-aprendizagem de aspectos da língua portuguesa para surdos com experiência acadêmica: um estudo à luz da pesquisa crítica de colaboração Freitas, Maly Magalhaes [UNIFESP] Distance Education For Deaf Learners Second Language Teaching And Learning Portuguese For Deaf Students Ensino A Distância Para Surdos Ensino-Aprendizagem De Segunda Língua Português Para Surdos |
title_short |
Ensino-aprendizagem de aspectos da língua portuguesa para surdos com experiência acadêmica: um estudo à luz da pesquisa crítica de colaboração |
title_full |
Ensino-aprendizagem de aspectos da língua portuguesa para surdos com experiência acadêmica: um estudo à luz da pesquisa crítica de colaboração |
title_fullStr |
Ensino-aprendizagem de aspectos da língua portuguesa para surdos com experiência acadêmica: um estudo à luz da pesquisa crítica de colaboração |
title_full_unstemmed |
Ensino-aprendizagem de aspectos da língua portuguesa para surdos com experiência acadêmica: um estudo à luz da pesquisa crítica de colaboração |
title_sort |
Ensino-aprendizagem de aspectos da língua portuguesa para surdos com experiência acadêmica: um estudo à luz da pesquisa crítica de colaboração |
author |
Freitas, Maly Magalhaes [UNIFESP] |
author_facet |
Freitas, Maly Magalhaes [UNIFESP] |
author_role |
author |
dc.contributor.none.fl_str_mv |
Fidalgo, Sueli Salles [UNIFESP] Universidade Federal de São Paulo |
dc.contributor.author.fl_str_mv |
Freitas, Maly Magalhaes [UNIFESP] |
dc.subject.por.fl_str_mv |
Distance Education For Deaf Learners Second Language Teaching And Learning Portuguese For Deaf Students Ensino A Distância Para Surdos Ensino-Aprendizagem De Segunda Língua Português Para Surdos |
topic |
Distance Education For Deaf Learners Second Language Teaching And Learning Portuguese For Deaf Students Ensino A Distância Para Surdos Ensino-Aprendizagem De Segunda Língua Português Para Surdos |
description |
This research aimed to investigate the possibilities for teaching and learning grammatical aspects of Portuguese by deaf people who already have experience with this language. For this purpose, a distance learning course based on material available to listeners was developed for deaf students with some contents related to the Portuguese Language Orthographic Agreement. For the pilot project implementation, four deaf learners participated. This project was divided into two stages, named as Stage I and Stage II, in order to evaluate the methodological aspects, the didactic resources and the accessibility of the referred course. It is based on Vygotsky’s socio-cultural-historical theory (1924-1934), on studies on the teaching of Brazilian Sign Language (Libras) as L1 (QUADROS, 2000) to deaf students (KARNOPP; PEREIRA, 2015; MÜLLER, 2016) and on second language teaching methodologies. This study is inserted in the Critical Collaborative Research since it is based on the negotiation of meanings, which allows reflection and transformation of the participants. People who participated in Stage I revealed that: (1) the use of Brazilian Sign Language Alphabet without the meaning expressed in Brazilian Sign Language or image can make it difficult for deaf people with little lexical knowledge to comprehend; (2) signing exact Portuguese is not Libras, so it does not facilitate learning; and (3) the lack of context for using the studied grammatical rule makes it difficult to understand the content. Thus, for Stage II, one of the course modules was reformulated, covering these suggestions and taking into account the concept of language as interactional and dialogical. The students redid this module and noticed a significant change in the visual and contextual aspects of the grammatical teaching developed in Libras, attending the specificities of the deaf students. The professor-researcher studied new didactic and methodological possibilities for the course and, in this process, there was a transformation of her pedagogical practices. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-31 2022-07-22T13:21:34Z 2022-07-22T13:21:34Z |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=9427487 MALY MAGALHAES FREITAS.pdf https://hdl.handle.net/11600/64727 |
url |
https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=9427487 https://hdl.handle.net/11600/64727 |
identifier_str_mv |
MALY MAGALHAES FREITAS.pdf |
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.format.none.fl_str_mv |
218 p. application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Paulo (UNIFESP) |
publisher.none.fl_str_mv |
Universidade Federal de São Paulo (UNIFESP) |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UNIFESP instname:Universidade Federal de São Paulo (UNIFESP) instacron:UNIFESP |
instname_str |
Universidade Federal de São Paulo (UNIFESP) |
instacron_str |
UNIFESP |
institution |
UNIFESP |
reponame_str |
Repositório Institucional da UNIFESP |
collection |
Repositório Institucional da UNIFESP |
repository.name.fl_str_mv |
Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP) |
repository.mail.fl_str_mv |
biblioteca.csp@unifesp.br |
_version_ |
1814268376144412672 |