Banca de DEFESA: Dayse Garcia Miranda

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : Dayse Garcia Miranda
DATA : 13/12/2019
HORA: 14:00
LOCAL: Sala 330 do Campus I
TÍTULO:

A multimodalidade no ensino da Língua Portuguesa como segunda língua para surdos: análise do uso do livro didático adaptado em Libras

PALAVRAS-CHAVES:

Didactic Book adapted, Libras, LP2, Teaching L2, Deafness

PÁGINAS: 277
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

 

The present thesis discusses the analysis regarding the application of a Unit of a referred textbook of teaching of Portuguese Text Book adapted to Libras, and, thus, the issues of this unit that guide actions for teaching and learning of LP as L2 for deaf children will be discussed based on phenomena that define the multimodality and different modes of significant resources KRESS, 2010, KRESS; VAN LEEWEEN, 2006 and VAN LEEWEEN, 2005)); for the vision of language as Social Semiotics (BARBARA, 2009, FUZER; CABRAL, 2014, HALLIDAY, 1979, 1998, HALLIDAY; HASAN, 1989 and SILVA, R. C., 2016) and by the assumptions of the Deaf Studies that discuss bilingualism (ANN, 2004, GROSJEAN, 2016, SILVA, G. M., 2017, 2018 and QUADROS, 1997, 2005, 2019), language acquisition and second language teaching (QUADROS; CRUZ, 2011; PLAZA-PUST, 2012, 2014, GÁRATE, 2014 and LEBEDEFF, 2007) and finally technological tools for sign language access (AMORIM, 2012, BASSO, 2003, SOUZA, 2015, MOSES, 2018, KRUSSER, 2017). Thus, when investigating the aspects related to the use of the textbook, it is the intent to verify the modes of appropriation and use, by the teacher and the deaf student, of the resources of meaning used in textbooks and their influence on the stimulus for the understanding and learning of LP as L2. The methodology used was qualitative, with ethnographic characteristics, in this case, the researcher was present in the classroom throughout the period of data collection. There were 70 –hours/class video recordings related to the application of a teaching unit, chosen by the participant teacher, of a textbook of teaching LP adapted in Libras. Three teachers and 16 deaf students participated in the research, the investigation took place in three different schools, two in the city of Belo Horizonte and one school in the city of Divinópolis, west of Minas Gerais and, at the end of each unit applied, there was a conversation with those involved questioning them about the use of the teaching material. The data collected reveal the Sign Language circulating in educational spaces; the non-use of the textbook with students; teachers´ non consideration or use of digital technological tools ; the low use of image resources as didactic support and the lack of knowledge of teaching strategies of Portuguese as a second language in written modality; identified several obstacles in the performance of the activities, arising from activities with correspondence to orality (graphophone exercises); non consideration of the different ways of reading texts; among others observed that the different modes of language were not aligned or not complementary. It is concluded, in line with the initial hypothesis of the research, the adapted Portuguese – Sign Language textbook does not offer conditions for the deaf child to learn Portuguese as a second language. Thus, it is believed that this research contributes to greater reflection on the development of adapted teaching materials with the use of Sign Language regarding the teaching of Portuguese as L2 for deaf children.

MEMBROS DA BANCA:
Interna - ANA ELISA FERREIRA RIBEIRO
Externa à Instituição - GISELLI MARA DA SILVA - UFMG
Externa à Instituição - MARIA CLARA MACIEL DE ARAÚJO RIBEIRO - UNIMONTES
Presidente - RENATO CAIXETA DA SILVA
Interno - VICENTE AGUIMAR PARREIRAS