Tesis
Construindo saberes da LP como L2 : uma experiência enunciativo-discursiva com estudantes surdos através do atendimento educacional especializado
Fecha
2021-03-19Registro en:
SOUZA, Sebastiana Almeida. Construindo saberes da LP como L2: uma experiência enunciativo-discursiva com estudantes surdos através do atendimento educacional especializado. 2021. 317 f. Tese (Doutorado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2021.
Autor
Padilha, Simone de Jesus
http://lattes.cnpq.br/3020979926140822
Lima, Carolina Akie Ochiai Seixas
474.271.911-53
http://lattes.cnpq.br/3701847407598791
Benassi, Claudio Alves
739.590.902-00
http://lattes.cnpq.br/1381603750282598
432.858.131-72
Pereira, Vinícius Carvalho
109.873.267-75
http://lattes.cnpq.br/5304593788129950
Silva Sobrinho, José Simão da
349.691.361-49
http://lattes.cnpq.br/4142027375894624
Gonçalves, Márcia de Moura
524.721.401-34
http://lattes.cnpq.br/6823318349092279
Institución
Resumen
This research stems from the need of deaf students in the Letras-Libras Course,
the Education Program in Brazilian Sign Language at the Federal University of
Mato Grosso. These students, when participating in an activity, were not able to
interpret the word portrait. This situation led us to rethink the Process of Learning
Portuguese as a Second Language. Our legal baseline was the Decree
5626/2005, in its Chapter IV, where it assures the offer of specialized assistance
and the teaching of Portuguese as a second Language (L2). Our main objective in
this study was to offer to the deaf students the teaching of Portuguese as a second
language through specialized assistance at the higher education level, with a
perspective of construction and sharing of knowledges between the subjects and
the researcher in an interactive/dialogic approach. This was a qualitative research,
having as its Bakhtinian underlying concept the issue of otherness in the relation
between the I and the OTHER. We based our work on the enunciative-discursive
analysis of Bakhtinian studies in dialogue with the Vygostkyan theory in the sociohistoric perspective, and, as a support for memory function and its consolidation,
we brought to light knowledge on Neuroscience. The aim of this study is the
feasible linguistic process of the deaf student in constructing reading and writing
in Portuguese as a second language (L2) from a humanistic and exotopic
viewpoint, refracted in the pedagogical and methodological actions, considering
the learning capacity of the deaf student and having as a core their potentialities.
For such, pedagogical resources, both conventional and technological were used
in the methodological route that comprised weekly meetings from 2016 to 2020 at
the Federal University of Mato Grosso. For data generation, reading and written
production by the participants was analyzed alongside the theoretical and practical
actions carried out during the meetings to understand the process of learning
Portuguese as a second language (L2). In developing the research, we worked
with activities in reading, writing, text understanding, production and analysis of
several types of genres, more specifically, cartoons. As a result, success was
achieved in the practice of reading and writing of Portuguese as a second language
by the deaf students in a productive and coherent way, within the norms of the
respective grammar, as well as learning the multiple meanings of words,
statements and texts within different contexts and situations. It is worth mentioning
that the methodology applied helped the students to become autonomous and
confident in the authorship of their production. Thus, we can conclude that there is
the pressing need for specialized educational assistance for the student at the level
of higher education and that befitting methodologies and strategies for
understanding the polysemy so present in the Portuguese language must be used,
taking into account that each student has their way of learning, which is unique.
However, the professor and the students should be partners in the act of learning
and teaching, being aware that we are eternal learners.