Educação de surdos: a formação de professores docentes interlocutores de libras e seus desdobramentos na prática do ensino da Língua Portuguesa na modalidade escrita

• Ano de defesa: 2024
• Autor(a) principal: Fonseca, Patrícia Rodrigues Gomes da
• Orientador(a): Camargo, Zuleica Antônia de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Formação de PDIL; Ensino da Língua Portuguesa na modalidade escrita; Atuação do PDIL; Bilinguismo
• Palavras-chave em Inglês: PDIL training; Teaching the Portuguese Language in written form; Performance of PDIL; Bilingualism
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/41462

This research aimed to investigate the context of a training course for interlocutor teachers of Brazilian Sign Language and its consequences in the practice of teaching Portuguese in written form to deaf students. The research was carried out in a school in São Paulo countryside, focusing on a project entitled “Special Project on Libras and the Portuguese Language as a Second Language for Deaf Students”. It was based on the bilingualism perspective, with the aim of understanding the dynamics of training and how these trainings influence the pedagogical practice in the classroom. To carry out the research, a qualitative approach was adopted, based on a case study. A semi-structured interview was used as an investigation strategy, in addition to the analysis of official and school documents, and observation of training. The research was epistemologically based on the theory of Lev Semenovich Vygotsky [1930] 2010, as well as the studies of Maria Cristina da Cunha Pereira (2014) Carlos Skliar (2016), Ronice Müller de Quadros (2011), Sueli de Fátima Fernandes (2003 ), Ana Claudia Balieiro Lodi (2013). The results show that PDIL's role goes beyond simultaneous interpretation, which involves linguistic aspects between the two languages. This role requires continuous training, aimed at improving pedagogical practices in collaboration with Regent Teachers, especially in teaching written Portuguese Language. Continuing training emerges as a fundamental pillar for significant reflections that have brought substantial changes in the pedagogical practice oriented to the teaching-learning process of written Portuguese by deaf students