O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/5720 |
Resumo: | Deaf education in Brazil is no longer something new. Such teaching is the result of a lot of struggle and actions that provide an effective learning that really makes a difference in the personal and professional life of deaf people. Brazilian sign language, as a legal mode of communication, is undoubtedly one of these greatest achievements. Therefore, one of the discussions around this topic is about the educational environment of deaf students, where there are those who defend the inclusive school and there are those who defend the bilingual school. Both have arguments that go beyond educational matters. Regardless of the space attended by the deaf student, the teaching of science is one of the challenges faced by them and by the teachers. It is an area of knowledge that is developed through techniques and also through abstractions. In this research, we intend to understand the actions that permeate the teaching and learning of science by deaf students in Elementary School II, in the context of a bilingual school in Paraná state. Four students and a science teacher participated in the research. This is an exploratory qualitative research and the data were collected through video-recorded interviews with students and a questionnaire with the teacher. The results show that the science teachers are fluent in Brazilian sign language and use it in their classes. Besides the sign language, images and other visual resources are used too due to the absence of specific signs for scientific concepts. Although the students show mastery of the mentioned concepts, we noticed that the scientific language remains impaired because there is no sign associated with that concept in the Brazilian sign language. We also identified different signs created by groups in institutions to represent the same concept. Signals, glossaries and dictionaries are created to supply specific definitions from the confluence of existing signals. In the light of this, we support the creation of a unified signaling system in the country with free access to everybody who is interested because we believe that the specifics of scientific language are of extremely importance for the deaf to increasingly enter the academic space. We understand that the absence of specific signs is a problem that is resolved in the deaf's daily life according to the needs of each group involved, however, scientific concepts are established within the area (despite the dynamism of science) and, therefore, a unified signaling system would facilitate the learning of deaf students and also the dissemination of science. |
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Malacarne, Vilmarhttp://lattes.cnpq.br/2174433445359774Malacarne, Vilmarhttp://lattes.cnpq.br/2174433445359774Nogueira, Clelia Maria Ignatiushttp://lattes.cnpq.br/7001703570357441Dezinho, Marianahttp://lattes.cnpq.br/6833473308164071http://lattes.cnpq.br/7401707154171641Silva, Viviane Sirineu da2021-12-13T17:24:20Z2021-09-14SILVA, Viviane Sirineu da. O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos. 2021. 105 f. Dissertação (Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR.http://tede.unioeste.br/handle/tede/5720Deaf education in Brazil is no longer something new. Such teaching is the result of a lot of struggle and actions that provide an effective learning that really makes a difference in the personal and professional life of deaf people. Brazilian sign language, as a legal mode of communication, is undoubtedly one of these greatest achievements. Therefore, one of the discussions around this topic is about the educational environment of deaf students, where there are those who defend the inclusive school and there are those who defend the bilingual school. Both have arguments that go beyond educational matters. Regardless of the space attended by the deaf student, the teaching of science is one of the challenges faced by them and by the teachers. It is an area of knowledge that is developed through techniques and also through abstractions. In this research, we intend to understand the actions that permeate the teaching and learning of science by deaf students in Elementary School II, in the context of a bilingual school in Paraná state. Four students and a science teacher participated in the research. This is an exploratory qualitative research and the data were collected through video-recorded interviews with students and a questionnaire with the teacher. The results show that the science teachers are fluent in Brazilian sign language and use it in their classes. Besides the sign language, images and other visual resources are used too due to the absence of specific signs for scientific concepts. Although the students show mastery of the mentioned concepts, we noticed that the scientific language remains impaired because there is no sign associated with that concept in the Brazilian sign language. We also identified different signs created by groups in institutions to represent the same concept. Signals, glossaries and dictionaries are created to supply specific definitions from the confluence of existing signals. In the light of this, we support the creation of a unified signaling system in the country with free access to everybody who is interested because we believe that the specifics of scientific language are of extremely importance for the deaf to increasingly enter the academic space. We understand that the absence of specific signs is a problem that is resolved in the deaf's daily life according to the needs of each group involved, however, scientific concepts are established within the area (despite the dynamism of science) and, therefore, a unified signaling system would facilitate the learning of deaf students and also the dissemination of science.Pensar a educação do surdo no Brasil já não é algo novo. Tal ensino é resultado de muita luta e de ações que oportunizam aos surdos uma aprendizagem efetiva e que realmente faça diferença na vida pessoal e profissional deste público. O reconhecimento da Libras como modo de comunicação legal do surdo brasileiro é, sem dúvidas, uma das grandes conquistas. Contudo, uma das discussões que envolvem a área é sobre o espaço escolar do estudante surdo, em que há quem defenda a escola inclusiva e há quem defenda a escola bilíngue; ambas apresentam argumentos que estrapolam as questões escolares. Independentemente do espaço frequentado pelo estudante surdo, um dos desafios enfrentados por eles e pelos professores refere-se ao ensino de Ciências. Trata-se de uma área do conhecimento que se desenvolve por meio de técnicas e também por abstrações. Nesta pesquisa, propomo-nos a compreender as ações que permeiam o ensino e a aprendizagem de Ciências de alunos surdos no ensino fundamental II, no contexto de uma escola bilíngue do estado do Paraná. Participaram da pesquisa quatro alunos e uma professora de Ciências. Trata-se de uma pesquisa qualitativa exploratória e os instrumentos de constituição dos dados foram entrevistas videogravadas com os alunos e um questionário com a professora. Os resultados descrevem que os professores de Ciências são fluentes em Libras e utilizam em suas aulas, além da Língua de Sinais, imagens e outros recursos visuais, dada a ausência de sinais específicos para os conceitos científicos. Apesar de os alunos demonstrarem apropriação dos conceitos mencionados, percebemos que a linguagem científica fica prejudicada, porque não há na Libras um sinal associado ao conceito. Identifcamos, também, diferentes sinais criados por grupos em instituições para representar o mesmo conceito. Os sinalários, glossários e dicionários, são criados para suprir definições específicas a partir da junção de sinais já existentes. Diante do exposto, defendemos a criação de um sinalário unificado no país e de livre acesso a todos os interessados, pois consideramos que as especificidades da linguagem científica são de extrema importância para que o surdo chegue cada vez mais ao espaço acadêmico. Compreendemos, ainda, que a ausência de sinais específicos é um problema que se resolve no dia a dia do surdo, de acordo com a necessidade de cada grupo envolvido, porém, os conceitos científicos são convencionados dentro da área (apesar do dinamismo da Ciência) e, portanto, um sinalário unificado poderia facilitar a aprendizagem do aluno surdo e, também, a divulgação da Ciência.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2021-12-13T17:24:20Z No. of bitstreams: 2 Viviane_Silva2021.pdf: 3876664 bytes, checksum: 0e7ab5165cde058b601139a836908d00 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-12-13T17:24:20Z (GMT). No. of bitstreams: 2 Viviane_Silva2021.pdf: 3876664 bytes, checksum: 0e7ab5165cde058b601139a836908d00 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2021-09-14application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em Educação em Ciências e Educação MatemáticaUNIOESTEBrasilCentro de Ciências Exatas e Tecnológicashttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEnsino de CiênciasSinaláriosConceitos CientíficosEnsinoaprendizagemEscola BilíngueScience teachingSignalingScientific conceptsTeaching-learningBilingual schoolEducação em Ciências e Educação MatemáticaO ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicosThe teaching of science in the bilingual school for deaf people: the acquisition of scientific conceptsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-32595992254177029036006002214374442868382015reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALViviane_Silva2021.pdfViviane_Silva2021.pdfapplication/pdf3876664http://tede.unioeste.br:8080/tede/bitstream/tede/5720/5/Viviane_Silva2021.pdf0e7ab5165cde058b601139a836908d00MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos |
dc.title.alternative.eng.fl_str_mv |
The teaching of science in the bilingual school for deaf people: the acquisition of scientific concepts |
title |
O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos |
spellingShingle |
O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos Silva, Viviane Sirineu da Ensino de Ciências Sinalários Conceitos Científicos Ensinoaprendizagem Escola Bilíngue Science teaching Signaling Scientific concepts Teaching-learning Bilingual school Educação em Ciências e Educação Matemática |
title_short |
O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos |
title_full |
O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos |
title_fullStr |
O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos |
title_full_unstemmed |
O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos |
title_sort |
O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos |
author |
Silva, Viviane Sirineu da |
author_facet |
Silva, Viviane Sirineu da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Malacarne, Vilmar |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2174433445359774 |
dc.contributor.referee1.fl_str_mv |
Malacarne, Vilmar |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2174433445359774 |
dc.contributor.referee2.fl_str_mv |
Nogueira, Clelia Maria Ignatius |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7001703570357441 |
dc.contributor.referee3.fl_str_mv |
Dezinho, Mariana |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6833473308164071 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7401707154171641 |
dc.contributor.author.fl_str_mv |
Silva, Viviane Sirineu da |
contributor_str_mv |
Malacarne, Vilmar Malacarne, Vilmar Nogueira, Clelia Maria Ignatius Dezinho, Mariana |
dc.subject.por.fl_str_mv |
Ensino de Ciências Sinalários Conceitos Científicos Ensinoaprendizagem Escola Bilíngue |
topic |
Ensino de Ciências Sinalários Conceitos Científicos Ensinoaprendizagem Escola Bilíngue Science teaching Signaling Scientific concepts Teaching-learning Bilingual school Educação em Ciências e Educação Matemática |
dc.subject.eng.fl_str_mv |
Science teaching Signaling Scientific concepts Teaching-learning Bilingual school |
dc.subject.cnpq.fl_str_mv |
Educação em Ciências e Educação Matemática |
description |
Deaf education in Brazil is no longer something new. Such teaching is the result of a lot of struggle and actions that provide an effective learning that really makes a difference in the personal and professional life of deaf people. Brazilian sign language, as a legal mode of communication, is undoubtedly one of these greatest achievements. Therefore, one of the discussions around this topic is about the educational environment of deaf students, where there are those who defend the inclusive school and there are those who defend the bilingual school. Both have arguments that go beyond educational matters. Regardless of the space attended by the deaf student, the teaching of science is one of the challenges faced by them and by the teachers. It is an area of knowledge that is developed through techniques and also through abstractions. In this research, we intend to understand the actions that permeate the teaching and learning of science by deaf students in Elementary School II, in the context of a bilingual school in Paraná state. Four students and a science teacher participated in the research. This is an exploratory qualitative research and the data were collected through video-recorded interviews with students and a questionnaire with the teacher. The results show that the science teachers are fluent in Brazilian sign language and use it in their classes. Besides the sign language, images and other visual resources are used too due to the absence of specific signs for scientific concepts. Although the students show mastery of the mentioned concepts, we noticed that the scientific language remains impaired because there is no sign associated with that concept in the Brazilian sign language. We also identified different signs created by groups in institutions to represent the same concept. Signals, glossaries and dictionaries are created to supply specific definitions from the confluence of existing signals. In the light of this, we support the creation of a unified signaling system in the country with free access to everybody who is interested because we believe that the specifics of scientific language are of extremely importance for the deaf to increasingly enter the academic space. We understand that the absence of specific signs is a problem that is resolved in the deaf's daily life according to the needs of each group involved, however, scientific concepts are established within the area (despite the dynamism of science) and, therefore, a unified signaling system would facilitate the learning of deaf students and also the dissemination of science. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-12-13T17:24:20Z |
dc.date.issued.fl_str_mv |
2021-09-14 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
SILVA, Viviane Sirineu da. O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos. 2021. 105 f. Dissertação (Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/5720 |
identifier_str_mv |
SILVA, Viviane Sirineu da. O ensino de ciências na escola bilíngue para surdos: A aquisição de conceitos científicos. 2021. 105 f. Dissertação (Mestrado em Educação em Ciências e Educação Matemática) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
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Centro de Ciências Exatas e Tecnológicas |
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Universidade Estadual do Oeste do Paraná Cascavel |
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MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
_version_ |
1811723448913756160 |