Observando a construção da linguagem em crianças surdas a partir de práticas pedagógicas em perspectiva bilíngue
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Data
2021-03-01
Autores
Martins, Andressa Maria de Jesus [UNIFESP]
Orientadores
Garrutti-Lourenço, Érica Aparecida
Tipo
Trabalho de conclusão de curso de graduação
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Resumo
Este trabalho surge a partir das vivências no Pibid, no qual durante três semestres (segundo semestre de 2018 a segundo semestre de 2019) um grupo de alunos do curso de Pedagogia da Unifesp se reuniam semanalmente na Universidade para planejar ações pedagógicas a serem aplicadas em duas classes bilíngues de alunos surdos. A partir da imersão na classe bilíngue atribuo nesse relato centralidade as experiencias vivenciadas durante o segundo semestre de 2019. Este estudo tem como objetivo trazer reflexões sobre o desenvolvimento da linguagem em crianças surdas, analisando situações de brincadeiras, atividades lúdicas, a partir do uso da literatura infantil para aplicação das intervenções na classe bilíngue. Teve-se como fundamentação a perspectiva histórico-cultural de Vygotsky que defende o desenvolvimento cognitivo da criança a partir da convivência em sociedade e das interações com outros sujeitos. Neste estudo é concebido a educação bilíngue como um forte precursor para o desenvolvimento da linguagem da criança surda, tendo como base o Decreto 5.626 de 22 de dezembro de 2005 que garante a inclusão do sujeito surdo por meio da organização de classes de educação bilíngue ou escolas bilíngues da rede regular de ensino. Nessa análise, consideramos práticas educativas em uma perspectiva bilíngue que utilizem estratégias e recursos pedagógicos tendo em vista as particularidades do sujeito surdo, proporcionado condições necessárias para acesso à língua de sinais e a segunda língua (Língua Portuguesa) e para a construção sua identidade social e pessoal de maneira significativa.
This work arises from the experiences at Pibid, in which during three semesters (second semester of 2018 to the second semester of 2019) a group of students from the Pedagogy course at Unifesp met weekly at the University to plan pedagogical actions to be applied in two bilingual classes for deaf students. From the immersion in the bilingual class I attribute in this report the centrality of the experiences lived during the second semester of 2019. This study aims to bring reflections on language development in deaf children, analyzing situations of play, ludic activities, from the use of children's literature for the application of interventions in the bilingual class. Vygotsky's historical-cultural perspective, which defends the child's cognitive development based on coexistence in society and interactions with other subjects, was based. In this study, bilingual education is conceived as a strong precursor for the development of the language of deaf children, based on Decree 5.626 of December 22, 2005 that guarantees the inclusion of the deaf subject through the organization of bilingual education classes or schools bilinguals in the regular school system. In this analysis, we consider educational practices in a bilingual perspective that use strategies and pedagogical resources in view of the particularities of the deaf subject, providing necessary conditions for access to the sign language and the second language (Portuguese language) and for the construction of their social identity and significantly.
This work arises from the experiences at Pibid, in which during three semesters (second semester of 2018 to the second semester of 2019) a group of students from the Pedagogy course at Unifesp met weekly at the University to plan pedagogical actions to be applied in two bilingual classes for deaf students. From the immersion in the bilingual class I attribute in this report the centrality of the experiences lived during the second semester of 2019. This study aims to bring reflections on language development in deaf children, analyzing situations of play, ludic activities, from the use of children's literature for the application of interventions in the bilingual class. Vygotsky's historical-cultural perspective, which defends the child's cognitive development based on coexistence in society and interactions with other subjects, was based. In this study, bilingual education is conceived as a strong precursor for the development of the language of deaf children, based on Decree 5.626 of December 22, 2005 that guarantees the inclusion of the deaf subject through the organization of bilingual education classes or schools bilinguals in the regular school system. In this analysis, we consider educational practices in a bilingual perspective that use strategies and pedagogical resources in view of the particularities of the deaf subject, providing necessary conditions for access to the sign language and the second language (Portuguese language) and for the construction of their social identity and significantly.