Deafblindness and anchor points in remote teaching: translanguaging as a possible path
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
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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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 |
language |
por |
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 instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Revista Horizontes de Linguística Aplicada |
collection |
Revista Horizontes de Linguística Aplicada |
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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1797051344176021504 |