Navegando por Palavras-chave "Bilingual Education"

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    O Ensino Da Língua Portuguesa Escrita Para A Criança Surda Em Uma Perspectiva Bilíngue
    (Universidade Federal de São Paulo (UNIFESP), 2017-08-25) Matos, Daniela Schlic [UNIFESP]; Fidalgo, Sueli Salles [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    In this research, based on Vygotsky's socio-historical-cultural theory (1922-1934), we seek to better understand and reflect upon Portuguese teaching practices for deaf children, in a bilingual perspective, in which Libras – Brazilian Sign Language - is considered the first language and Portuguese, the second, seeking to know the Portuguese language teaching strategies and the role(s) that Libras plays within them. The research follows the Critical-Collaborative Methodology Paradigm (MAGALHÃES, 2007), and was carried out in a class of 1st grader in a Bilingual Education School for the Deaf (EMEBS), in the city of São Paulo. In addition to the socio-historical-cultural theory, the investigation is theoretically based on the current legal documents that support the bilingual education proposal for the deaf and provide guidelines for the teaching of Portuguese for the targeted audience, and authors such as Quadros (1997), Fernandes (2003) and Pereira (2009), who recognize Libras as the first language of the deaf in Brazil, and discuss the teaching of Portuguese as a second language to deaf people. Furthermore, in terms of teacher education, the thesis is based on Libâneo (2013), Gatti (2013), Mizukami (2013) and Nóvoa (2013). The data produced and analyzed indicate that, although the official proposal of Portuguese teaching for the deaf follows the guidelines that the language should be taught from a discursive perspective, looking at the text as a discursive unit, Portuguese teaching practices still persist with priority being given to the teaching of isolated words: naming objects, people and events, which hinder the development of reading fluency.
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    Importância da escrita de sinais acoplado ao Ensino de Libras na ótica dos professores de uma escola bilingue para surdos na Cidade de São Paulo
    (Universidade Federal de São Paulo, 2016) Almeida, Maria Lucia Garcia de; Araújo, Pola Maria de; Batista, Sylvia Helena Souza da Silva; http://lattes.cnpq.br/7402359906381953; http://lattes.cnpq.br/2974525500021107; http://lattes.cnpq.br/0301842010739909
    Recognized as a language, the Brazilian Sign Language (LIBRAS) has its writing characterization and therefore must be considered in deaf education so that they can acquire their first language in written form and this could enable the empowerment that allows communication among their peers and the listener community skilled in LIBRAS. The purpose of this study includes: to analyze the conceptions about sign writing in the process of LIBRAS teaching together with sign writing; to characterize the participants of the research, to analyze conceptions of the education professionals that work with deaf students, to focus on the relevance of sign writing for deaf bilingualism and to develop a proposal for the Libras teaching and learning process. The methodology involved teachers and was developed in three periods: a semi-structured questionnaire application (with the purpose to know the participants and investigate the knowledge they have in LIBRAS), to develop a LIBRAS teaching program; the application of a semi-structured questionnaire (to register the opinion of participants about sign writing focused during the classes).The process of data analyses was quantitative ( (evaluation of research contents that were given to professionals that work with deaf student and that communicate using LIBRAS) and qualitative (skimming of data from questionnaires that allowed synthesis of teachers answers). The analysis showed that bilingualism is important at schools. Furthermore, it pointed out a clear necessity to identity the deaf community and its right to a learning process qualitatively adequate to its potentialities. With the purpose of providing a tool, from the results of this research, we could develop the final product, that is a bilingual manual portuguese - LIBRAS that could be used as a mini-dictionary. Thus, the present study aims not only to tangent the subject matter, but to bring it to the academic discussion to strengthen the already studied topic about the importance of using Sign Writing as a first language acquisition method for the deaf student in bilingual education.
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    Professor surdo: desafios na construção de uma prática bilíngue
    (Universidade Federal de São Paulo (UNIFESP), 2019-09-19) Hollosi, Marcio [UNIFESP]; Fidalgo, Sueli Salles [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The systematized study here analyzes a scenario pertaining to the Deaf teacher pedagogical practice in a bilingual school, aiming at analyzing the teaching processes (Didactics) used for teaching Deaf students, and , organizing spaces that allow the Deaf teachers involved, to reflect about their professional development as Deaf individuals and professionals, and about their practice (or performance) in the bilingual schools for Deaf students. Bibliographical research included didactics, bilingualism and bilingual education, as well as the teaching-learning process, the contribution of Educational Psychology, including the foundations of Vygotsky's Socio-Historical-Cultural approach (1924-1934) - basis for this dissertation thesis. This theoretical framework, together with the critical collaborative research (MAGALHÃES, 1990-2018), carried out with teachers through the filming of classes and reflective sessions, as well as semi-structured interviews between 2017 and 2018 in a private school for Deaf students, in the city of São Paulo, allowed us to identify some problems related to the didactics and teaching of the school subjects whose classes were observed. These problems were the target of discussions in the reflective sessions with the aim of constructing new practices (or, at least, of re-signifying the existing pracices). Data analysis was performed with the focus on the language and contents of the participants' speeches. In other words, we sought the lexical items that demonstrate the senses and meanings (VYGOTSKY, 1930) that each teacher has about the theme investigated in this paper (i.e., didactics and their action in the classroom with Deaf students). The results show that there is a lack of concern with didactic knowledge, rather there is a repetition of the means and practices by which the teachers were educated during their school years. This indicates a possible explanation for the problems encountered with the teaching-learning process, also indicating the urgency of reflections based on didactic (or pedagogical) issues pertaining to the Deaf teacher, especially in terms of the teaching of Libras and the teaching in Libras.