Práticas de ensino de língua portuguesa para surdos em uma escola do interior paulista
Data
2023-06-29
Autores
Miranda, Clara Lúcia Puertas de 
Orientadores
Garrutti, Érica Aparecida
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A investigação sobre as práticas de ensino de língua portuguesa para surdos apresenta-se como um registro dos encaminhamentos político-pedagógicos atuais no que diz respeito à educação destes estudantes. Seguindo a perspectiva do bilinguismo e do biculturalismo, pode-se questionar como se dão as práticas de ensino de língua portuguesa para surdos ou se existem orientações curriculares, na área de língua portuguesa, próprias para esses alunos. Tais indagações motivam esta pesquisa que tem como objetivo analisar as práticas de ensino de língua portuguesa para surdos constituídas dentro de uma escola nomeada como “Projeto Especial de Libras e da Língua Portuguesa como Segunda Língua para Alunos Surdos”, no interior paulista. O trabalho apoia-se no campo epistemológico dos Estudos Surdos, por meio de levantamento bibliográfico em experiências no âmbito da educação (dentre os quais destacam-se: Carlos Skliar, Ronice MülIer de Quadros, Sueli de Fátima Fernandes e Gladis Perlin) e em pesquisas sobre o letramento em língua portuguesa (Lodenir Becker Karnopp, Ana Claudia Balieiro Lodi, Maria Cristina da Cunha Pereira e Roxane Rojo). Assumindo uma abordagem de natureza qualitativa, o contato com a escola investigada favoreceu a análise de documentos oficiais e escolares, a observação de atividades de língua portuguesa para surdos e duas entrevistas, sendo uma com a professora de sala regular e a outra com a docente interlocutora de Libras (que assume o papel de professora e tradutora/intérprete de Libras, no contexto observado). A perspectiva sócio-histórico-cultural (Lev Semenovitch Vygotsky) compôs o caminho da análise dos materiais coletados, compreendendo o objeto de estudo e o conhecimento como uma construção social, possibilitada por meio das interações da linguagem entre sujeitos. Os resultados enfatizam a importância da interação em Libras para a ampliação dos conhecimentos que envolvem o letramento na língua portuguesa, pois a língua de sinais constitui-se como a base do entendimento das diferentes manifestações de uso da escrita. O desafio pedagógico refere-se à necessidade de organização de atividades com foco na forma e no significado da língua escrita, passando pelos estímulos visuais e pela comparação/contraste entre as duas línguas – Libras e língua portuguesa.
The investigation into Portuguese language teaching practices for the deaf presents itself as a record of current political-pedagogical referrals where it concerns to the education of these students. Following the perspective of bilingualism and biculturalism, it can be questioned, then, how are the practices of teaching the Portuguese language for the deaf in these contexts or if there are curricular guidelines, in the area of the Portuguese language, suitable for these students. Such questions motivate this research, which aims to analyze the practices of teaching Portuguese to the deaf constituted within a school named “Special Project of Libras and the Portuguese Language as a Second Language for Deaf Students”, in the interior of São Paulo. The work is based on the epistemological field of Deaf Studies, through a bibliographic survey on bilingualism and biculturalism, on experiences in the area of education (among which stand out: Carlos Skliar, Ronice MülIer de Quadros, Sueli de Fátima Fernandes and Gladis Perlin) and in research on literacy in Portuguese (Lodenir Becker Karnopp, Ana Claudia Balieiro Lodi, Maria Cristina da Cunha Pereira and Roxane Rojo). Assuming a qualitative approach, the contact with the investigated school favored the analysis of official and school documents, the observation of Portuguese language activities for the deaf and two interviews, one with the regular classroom teacher and the other with the interlocutor teacher of Libras (who assumes the role teacher and translator/interpreter of Libras, in the observed context). The socio-historical-cultural perspective (Lev Semenovitch Vygotsky) composed the path of analysis of the collected materials, understanding the object of study and knowledge as a social construction, made possible through language interactions between subjects. The results emphasize the importance of interaction in Libras for the expansion of knowledge involving literacy in Portuguese, as sign language constitutes the basis for understanding the different manifestations of the use of writing. The pedagogical challenge refers to the need to organize activities focused on the form and meaning of written language, including visual stimuli and comparison/contrast between the two languages – Libras and Portuguese.
The investigation into Portuguese language teaching practices for the deaf presents itself as a record of current political-pedagogical referrals where it concerns to the education of these students. Following the perspective of bilingualism and biculturalism, it can be questioned, then, how are the practices of teaching the Portuguese language for the deaf in these contexts or if there are curricular guidelines, in the area of the Portuguese language, suitable for these students. Such questions motivate this research, which aims to analyze the practices of teaching Portuguese to the deaf constituted within a school named “Special Project of Libras and the Portuguese Language as a Second Language for Deaf Students”, in the interior of São Paulo. The work is based on the epistemological field of Deaf Studies, through a bibliographic survey on bilingualism and biculturalism, on experiences in the area of education (among which stand out: Carlos Skliar, Ronice MülIer de Quadros, Sueli de Fátima Fernandes and Gladis Perlin) and in research on literacy in Portuguese (Lodenir Becker Karnopp, Ana Claudia Balieiro Lodi, Maria Cristina da Cunha Pereira and Roxane Rojo). Assuming a qualitative approach, the contact with the investigated school favored the analysis of official and school documents, the observation of Portuguese language activities for the deaf and two interviews, one with the regular classroom teacher and the other with the interlocutor teacher of Libras (who assumes the role teacher and translator/interpreter of Libras, in the observed context). The socio-historical-cultural perspective (Lev Semenovitch Vygotsky) composed the path of analysis of the collected materials, understanding the object of study and knowledge as a social construction, made possible through language interactions between subjects. The results emphasize the importance of interaction in Libras for the expansion of knowledge involving literacy in Portuguese, as sign language constitutes the basis for understanding the different manifestations of the use of writing. The pedagogical challenge refers to the need to organize activities focused on the form and meaning of written language, including visual stimuli and comparison/contrast between the two languages – Libras and Portuguese.