A aprendizagem coletiva de língua portuguesa para surdos através das interações em língua de sinais

Abstract

Este artigo analisa as interações em língua de sinais (LS), entre alunos surdos do ensino fundamental, nas aulas de Língua Portuguesa. Ele foi inspirado no trabalho de Donato (1994), que buscou identificar a presença da prática do andaimento nas interações entre pares em sala de aula de língua francesa como segunda língua. Em nossa pesquisa, analisamos através do sociointeracionismo (VYGOTSKY, 1988; WOOD, BRUNNER e ROSS, 1976) as interações entre os alunos surdos durante o desenvolvimento de uma unidade didática que os incentivava a escrever uma carta de reclamação, em Língua Portuguesa, sobre a sua escola. É possível perceber como as estratégias de andaimento possibilitaram a construção coletiva de aprendizagem para a realização da tarefa proposta.

Teaching of Portuguese to the deaf: an integrative literature review

“…Thus, a research did not meet the criteria listed. Subsequently, the exploratory reading 5 of the titles of the articles was carried out in order to identify those that were present in both data bases. During this stage, 64 articles were excluded, as they appeared in both databases.…”

“…Turning the focus of this review to the thematic axes (Figure 3), the six studies that make up the first group have the bias that points to the discussion of the teaching and learning process of written PL for the deaf [4][5][6][22][23][24] . In this group, we identified some studies that sought to present didactic strategies that aimed to facilitate the access of the deaf to written LP.…”

“…Also in this axis, a study 5 investigated, from the theory of scaffolding 26 , the collective learning of PL mediated by the sign language. In this research, considering that PL allows access to cultural goods (literature and education), information through the media, preparation for the exercise of citizenship, enabling the individual to participate politically in a society where everything is expressed and regulated in PL 5 , the scholars believe that the deaf people, during the process of collective production of written texts, interacting through sign language, construct the knowledge about this language from a collective scaffolding. In this process, what each one knows is added and this knowledge becomes dynamic, solves problems, builds new possibilities collectively and gives more autonomy to each individual 5 .…”

“…In this sense, many scholars, from their theoretical perspectives, seek to find the reasons that lead the deaf students not to take full ownership of this written language. A number of researches have been carried out to investigate the linguistic barriers present in these students' lives, which end up hindering the process of schooling, such as deaf children who, because they are sons and daughters of hearing parents, do not start the process of acquiring a first language in the early years of their life and therefore have more difficulty learning a second language in the school process 3 or even the need for teachers as well as schools to rethink their practices in order to offer bilingual education to which they are entitled [4][5][6][7][8][9][10][11][12] .…”

Educação Bilíngue: Análise De Artigos Publicados No Período De 2005 a 2015

“…Para tal análise, a pesquisadora fez uso do processo de "andaimento" proposto por Wood, Bruner e Ross (1976apud PIRES, 2014. Segundo Pires (2014), o processo de "andaimento" pode contribuir de forma significativa na aprendizagem da língua portuguesa pelos alunos surdos ao ser mediado pelo uso da Libras.…”