Deafblindness and anchor points in remote teaching: translanguaging as a possible path

Detalhes bibliográficos
Autor(a) principal: Rocha, Bárbara Pereira de Alencar da
Data de Publicação: 2023
Outros Autores: Tavares-Santos, Valdiceia, Silva, José Vicente Rodrigues da, Silva, Kleber Aparecido da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Horizontes de Linguística Aplicada
Texto Completo: https://periodicos.unb.br/index.php/horizontesla/article/view/43985
Resumo: This article discusses a didactic experience in remote education, in the pandemic period. The challenges faced by the teacher-guide-interpreter in teaching, in the adequacy of strategies and material and the relationship established with students before the pandemic, are addressed throughout the discussion. For this, we will report the experience of a guide-teacher and two deafblind students in a school of Youth and Adult Education (EJA) in the Federal District (DF). This experience brought us to the concepts of translinguage and translanguage practices because we observed how these practices occurred in the context presented, even without the teacher's intention to adopt this practice. We examined the course of the virtual class and the transition of the teacher, students, and family members between braille, Libras, typing, oral and written Portuguese, the use of images, gifts and emoticons, present during the pedagogical action. As a result, we understand that the pedagogical work during the pandemic demanded new actions that moved the functioning of the curriculum and didactics. We also concluded that in the education of deafblind students it is desirable to build a partnership with the family. Moreover, we understand these practices, as a linguistic arrangement in the education of the deafblind, through the exploration of the students' linguistic repertoires.
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spelling Deafblindness and anchor points in remote teaching: translanguaging as a possible pathSurdocegueira e pontos de ancoragem no ensino remoto: translinguagem como caminho possívelSurdocegueira. Pandemia. Práticas translínguesSurdocegueiraPandemiaPráticas translínguesDeafblindnessTranslingual practicesPandemicThis article discusses a didactic experience in remote education, in the pandemic period. The challenges faced by the teacher-guide-interpreter in teaching, in the adequacy of strategies and material and the relationship established with students before the pandemic, are addressed throughout the discussion. For this, we will report the experience of a guide-teacher and two deafblind students in a school of Youth and Adult Education (EJA) in the Federal District (DF). This experience brought us to the concepts of translinguage and translanguage practices because we observed how these practices occurred in the context presented, even without the teacher's intention to adopt this practice. We examined the course of the virtual class and the transition of the teacher, students, and family members between braille, Libras, typing, oral and written Portuguese, the use of images, gifts and emoticons, present during the pedagogical action. As a result, we understand that the pedagogical work during the pandemic demanded new actions that moved the functioning of the curriculum and didactics. We also concluded that in the education of deafblind students it is desirable to build a partnership with the family. Moreover, we understand these practices, as a linguistic arrangement in the education of the deafblind, through the exploration of the students' linguistic repertoires.Este artigo discute uma experiência didática no ensino remoto no período pandêmico (março 2020-maio 2023). Os desafios enfrentados pela professora guia-intérprete no ensino, na adequação das estratégias e material e a relação estabelecida com os estudantes antes da pandemia, são abordados ao longo da discussão. Para tanto, será feito o relato da experiência de uma professora-guia e de dois estudantes surdocegos em uma escola de Educação de Jovens e Adultos (EJA) do Distrito Federal (DF). Essa experiência nos remeteu aos conceitos de translinguagem e práticas translíngues, pois observamos como essas práticas ocorriam no contexto apresentado, mesmo sem intenção da professora de adotar essa prática. Examinamos o percurso da aula virtual e a transição do professor, dos alunos e familiares entre o braille, a Língua Brasileira de Sinais (Libras), datilologia, português oral, escrito, uso de imagens, gifs e emoticons, presentes durante a ação pedagógica. Como resultado, compreendemos que o fazer pedagógico, durante a pandemia, exigiu novas ações que movimentaram o funcionamento do currículo e da didática. Concluímos, ainda, que na educação de estudantes surdocegos é desejável a construção de parceria com a família. Ademais, compreendemos o uso de práticas translíngues, como arranjo linguístico na educação do surdocego, através da exploração dos repertórios linguísticos dos estudantes.Programa de Pós-Graduação em Linguística Aplicada2023-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDossiê: Translinguagemapplication/pdfhttps://periodicos.unb.br/index.php/horizontesla/article/view/4398510.26512/rhla.v22i1.43985Revista Horizontes de Linguistica Aplicada; Vol. 22 No. 1 (2023): Fluxo contínuo e Dossiê "Translinguagem e educação linguística crítica em contexto (pós)pandêmico"; DT4Revista Horizontes de Linguistica Aplicada; v. 22 n. 1 (2023): Fluxo contínuo e Dossiê "Translinguagem e educação linguística crítica em contexto (pós)pandêmico"; DT42237-09511677-977010.26512/rhla.v22i1reponame:Revista Horizontes de Linguística Aplicadainstname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/horizontesla/article/view/43985/37554Copyright (c) 2023 Revista Horizontes de Linguistica Aplicadahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessRocha, Bárbara Pereira de Alencar daTavares-Santos, ValdiceiaSilva, José Vicente Rodrigues daSilva, Kleber Aparecido da2023-06-30T14:45:32Zoai:ojs.pkp.sfu.ca:article/43985Revistahttps://periodicos.unb.br/index.php/horizontesla/indexPUBhttps://periodicos.unb.br/index.php/horizontesla/oaihorizontesla@gmail.com2237-09511677-9770opendoar:2023-06-30T14:45:32Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Deafblindness and anchor points in remote teaching: translanguaging as a possible path
Surdocegueira e pontos de ancoragem no ensino remoto: translinguagem como caminho possível
title Deafblindness and anchor points in remote teaching: translanguaging as a possible path
spellingShingle Deafblindness and anchor points in remote teaching: translanguaging as a possible path
Rocha, Bárbara Pereira de Alencar da
Surdocegueira. Pandemia. Práticas translíngues
Surdocegueira
Pandemia
Práticas translíngues
Deafblindness
Translingual practices
Pandemic
title_short Deafblindness and anchor points in remote teaching: translanguaging as a possible path
title_full Deafblindness and anchor points in remote teaching: translanguaging as a possible path
title_fullStr Deafblindness and anchor points in remote teaching: translanguaging as a possible path
title_full_unstemmed Deafblindness and anchor points in remote teaching: translanguaging as a possible path
title_sort Deafblindness and anchor points in remote teaching: translanguaging as a possible path
author Rocha, Bárbara Pereira de Alencar da
author_facet Rocha, Bárbara Pereira de Alencar da
Tavares-Santos, Valdiceia
Silva, José Vicente Rodrigues da
Silva, Kleber Aparecido da
author_role author
author2 Tavares-Santos, Valdiceia
Silva, José Vicente Rodrigues da
Silva, Kleber Aparecido da
author2_role author
author
author
dc.contributor.author.fl_str_mv Rocha, Bárbara Pereira de Alencar da
Tavares-Santos, Valdiceia
Silva, José Vicente Rodrigues da
Silva, Kleber Aparecido da
dc.subject.por.fl_str_mv Surdocegueira. Pandemia. Práticas translíngues
Surdocegueira
Pandemia
Práticas translíngues
Deafblindness
Translingual practices
Pandemic
topic Surdocegueira. Pandemia. Práticas translíngues
Surdocegueira
Pandemia
Práticas translíngues
Deafblindness
Translingual practices
Pandemic
description This article discusses a didactic experience in remote education, in the pandemic period. The challenges faced by the teacher-guide-interpreter in teaching, in the adequacy of strategies and material and the relationship established with students before the pandemic, are addressed throughout the discussion. For this, we will report the experience of a guide-teacher and two deafblind students in a school of Youth and Adult Education (EJA) in the Federal District (DF). This experience brought us to the concepts of translinguage and translanguage practices because we observed how these practices occurred in the context presented, even without the teacher's intention to adopt this practice. We examined the course of the virtual class and the transition of the teacher, students, and family members between braille, Libras, typing, oral and written Portuguese, the use of images, gifts and emoticons, present during the pedagogical action. As a result, we understand that the pedagogical work during the pandemic demanded new actions that moved the functioning of the curriculum and didactics. We also concluded that in the education of deafblind students it is desirable to build a partnership with the family. Moreover, we understand these practices, as a linguistic arrangement in the education of the deafblind, through the exploration of the students' linguistic repertoires.
publishDate 2023
dc.date.none.fl_str_mv 2023-06-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Dossiê: Translinguagem
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/horizontesla/article/view/43985
10.26512/rhla.v22i1.43985
url https://periodicos.unb.br/index.php/horizontesla/article/view/43985
identifier_str_mv 10.26512/rhla.v22i1.43985
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/horizontesla/article/view/43985/37554
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Horizontes de Linguistica Aplicada
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Revista Horizontes de Linguistica Aplicada
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística Aplicada
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística Aplicada
dc.source.none.fl_str_mv Revista Horizontes de Linguistica Aplicada; Vol. 22 No. 1 (2023): Fluxo contínuo e Dossiê "Translinguagem e educação linguística crítica em contexto (pós)pandêmico"; DT4
Revista Horizontes de Linguistica Aplicada; v. 22 n. 1 (2023): Fluxo contínuo e Dossiê "Translinguagem e educação linguística crítica em contexto (pós)pandêmico"; DT4
2237-0951
1677-9770
10.26512/rhla.v22i1
reponame:Revista Horizontes de Linguística Aplicada
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instname_str Universidade de Brasília (UnB)
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institution UNB
reponame_str Revista Horizontes de Linguística Aplicada
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repository.name.fl_str_mv Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB)
repository.mail.fl_str_mv horizontesla@gmail.com
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