Intercultural pedagogical practice: alterity as a didactic principle in sign language teaching

Detalhes bibliográficos
Autor(a) principal: Kline Guedes Lobato, Huber
Data de Publicação: 2020
Outros Autores: de Oliveira Bentes, José Anchieta, Teixeira Rodrigues, Fábio Augusto, Silva Pantoja, Lucas
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/32971
Resumo: In this study it is analyzed the teaching methods utilized by a listener teacher of Sign Language in university. It is a qualitative research based on the interculturality theory. We did individual and semi-structured interviews. The results were organized in categories: i) Teacher training; ii) Sign Language in higher education. The results point that the teaching of Sign Language happens in the critical perspective; in the dialogical perspective too; there is use of a concept of education in the principles of otherness; Sign Language is linked to the cultural context of different subjects. It was concluded that understanding the other as a subject that constitute ourselves is an intercultural trait in the pedagogical practice of the Sign Language teacher.
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spelling Intercultural pedagogical practice: alterity as a didactic principle in sign language teachingPráctica pedagógica intercultural: la alteridad como principio didáctico en la enseñanza de LibrasPrática pedagógica intercultural: a alteridade como princípio didático no ensino de LibrasInterculturalidadeAlteridadeEnsino de LibrasInterculturalidadAlteridadEnseñando lenguaje de señasInterculturalityOthernessSign Language TeachingIn this study it is analyzed the teaching methods utilized by a listener teacher of Sign Language in university. It is a qualitative research based on the interculturality theory. We did individual and semi-structured interviews. The results were organized in categories: i) Teacher training; ii) Sign Language in higher education. The results point that the teaching of Sign Language happens in the critical perspective; in the dialogical perspective too; there is use of a concept of education in the principles of otherness; Sign Language is linked to the cultural context of different subjects. It was concluded that understanding the other as a subject that constitute ourselves is an intercultural trait in the pedagogical practice of the Sign Language teacher.En este estudio, se analizan los métodos de enseñanza utilizados por un profesor de lenguaje de señas que escucha en la educación superior. Es una investigación cualitativa, basada en la teoría de la interculturalidad. Realizamos entrevistas individuales y semiestructuradas. Los datos se organizaron en categorías: i) Formación del profesorado; ii) Lenguaje de señas en la educación superior. Los resultados muestran: la enseñanza de lenguaje de señas debe tener un sesgo crítico; existe el uso de una perspectiva dialógica; existe el uso de un concepto de educación en los principios de la alteridad; lenguaje de señas está vinculado al contexto cultural de diferentes sujetos. Se concluye que entender al otro como un ser que nos constituye es un rasgo intercultural en la práctica pedagógica del maestro de lenguaje de señas.Neste estudo, analisam-se os métodos de ensino utilizados por uma professora ouvinte de Libras no ensino superior. Trata-se de uma pesquisa qualitativa, com base na teoria da interculturalidade. Realizou-se entrevista individual e semiestruturada. Os dados foram organizados em categorias: i) Formação docente; ii) A Libras no ensino superior. Os resultados apontam: o ensino de Libras dar-se em um viés crítico; há o uso de uma perspectiva dialógica; há utilização de uma concepção de educação nos princípios da alteridade; a Libras é articulada ao contexto cultural dos diferentes sujeitos. Conclui-se que compreender o outro como um sujeito que nos constitui, é um traço intercultural na prática pedagógica da professora de Libras.Faculdade de Educação - Universidade de Brasília2020-11-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/3297110.26512/lc.v26.2020.32971Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e32971Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (ene-dic); e32971Linhas Crí­ticas; v. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e329711981-04311516-489610.26512/lc.v26i0reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/32971/27935https://periodicos.unb.br/index.php/linhascriticas/article/view/32971/32342Copyright (c) 2020 Huber Kline Guedes Lobato, José Anchieta de Oliveira Bentes, Fábio Augusto Teixeira Rodrigues, Lucas Silva Pantojahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKline Guedes Lobato, Huberde Oliveira Bentes, José AnchietaTeixeira Rodrigues, Fábio AugustoSilva Pantoja, Lucas2022-02-09T11:17:06Zoai:ojs.pkp.sfu.ca:article/32971Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-02-09T11:17:06Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Intercultural pedagogical practice: alterity as a didactic principle in sign language teaching
Práctica pedagógica intercultural: la alteridad como principio didáctico en la enseñanza de Libras
Prática pedagógica intercultural: a alteridade como princípio didático no ensino de Libras
title Intercultural pedagogical practice: alterity as a didactic principle in sign language teaching
spellingShingle Intercultural pedagogical practice: alterity as a didactic principle in sign language teaching
Kline Guedes Lobato, Huber
Interculturalidade
Alteridade
Ensino de Libras
Interculturalidad
Alteridad
Enseñando lenguaje de señas
Interculturality
Otherness
Sign Language Teaching
title_short Intercultural pedagogical practice: alterity as a didactic principle in sign language teaching
title_full Intercultural pedagogical practice: alterity as a didactic principle in sign language teaching
title_fullStr Intercultural pedagogical practice: alterity as a didactic principle in sign language teaching
title_full_unstemmed Intercultural pedagogical practice: alterity as a didactic principle in sign language teaching
title_sort Intercultural pedagogical practice: alterity as a didactic principle in sign language teaching
author Kline Guedes Lobato, Huber
author_facet Kline Guedes Lobato, Huber
de Oliveira Bentes, José Anchieta
Teixeira Rodrigues, Fábio Augusto
Silva Pantoja, Lucas
author_role author
author2 de Oliveira Bentes, José Anchieta
Teixeira Rodrigues, Fábio Augusto
Silva Pantoja, Lucas
author2_role author
author
author
dc.contributor.author.fl_str_mv Kline Guedes Lobato, Huber
de Oliveira Bentes, José Anchieta
Teixeira Rodrigues, Fábio Augusto
Silva Pantoja, Lucas
dc.subject.por.fl_str_mv Interculturalidade
Alteridade
Ensino de Libras
Interculturalidad
Alteridad
Enseñando lenguaje de señas
Interculturality
Otherness
Sign Language Teaching
topic Interculturalidade
Alteridade
Ensino de Libras
Interculturalidad
Alteridad
Enseñando lenguaje de señas
Interculturality
Otherness
Sign Language Teaching
description In this study it is analyzed the teaching methods utilized by a listener teacher of Sign Language in university. It is a qualitative research based on the interculturality theory. We did individual and semi-structured interviews. The results were organized in categories: i) Teacher training; ii) Sign Language in higher education. The results point that the teaching of Sign Language happens in the critical perspective; in the dialogical perspective too; there is use of a concept of education in the principles of otherness; Sign Language is linked to the cultural context of different subjects. It was concluded that understanding the other as a subject that constitute ourselves is an intercultural trait in the pedagogical practice of the Sign Language teacher.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/32971
10.26512/lc.v26.2020.32971
url https://periodicos.unb.br/index.php/linhascriticas/article/view/32971
identifier_str_mv 10.26512/lc.v26.2020.32971
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/32971/27935
https://periodicos.unb.br/index.php/linhascriticas/article/view/32971/32342
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e32971
Linhas Críticas; Vol. 26 (2020): Revista Linhas Críticas v. 26 (ene-dic); e32971
Linhas Crí­ticas; v. 26 (2020): Revista Linhas Críticas v. 26 (jan-dez); e32971
1981-0431
1516-4896
10.26512/lc.v26i0
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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