Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Tesser, Carla Regina Sparano |
| Orientador(a): |
Liberali, Fernanda Coelho
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/23883
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Resumo: |
The demand for Brazilian Sign Language courses has grown in recent years and this mainly happens because of its recognition as means of communication and expression for the Brazilian deaf community. The Law 10.436/2002 and its regulation by Decree 5.626/05 deal with the Brazilian Sign Language and support the growing demand for training courses and learning materials for teaching-learning this additional language. Therefore, there is a need to rethink the teaching proposal for the teaching of Brazilian Sign Language, as discussions have been taking place in this context about the production of these materials in a way in which Brazilian Sign Language is seen as an additional language for hearing learners (PEREIRA, 2009). Thus, the objective of this research is to develop a teaching proposal for teaching Brazilian Sign Language as an additional language to hearing learners based on Social Activities and multiliteracies and to assess its importance for expanding the mobility of hearing learners in the interaction with the deaf. The theoretical basis is based on the socio-cultural historical perspective (VYGOTSKY, [1934] 2007), which explains the complex transformations that constitute the development of the subject within the teaching-learning process through Social Activities as curriculum structuring (LIBERALI, 2009). The Pedagogy of Multiliteracies (NEW LONDON GROUP, 1996; ROJO, 2012, 2013) supports the discussions on the organization of the teaching proposal carried out in the proposal made and discussed. Also, under the light of Bakhtin (2013, 2016); Volóchinov (2017), the relevant concept to be highlighted is the conception of language as dialogic, situated in the historicity of the subject. In theoretical-methodological terms, this research happens in the critical paradigm and is organized as Critical Collaborative Research (MAGALHÃES, 2009, 2011, 2014). As a formative intervention research aimed at the joint production of learning and development strategies for all involved, language is assigned the role of mediating and building human relationships in its various social contexts. The data were produced in a Workshop, Digit-Libras, through recordings with audio and video cameras, structured for the participation of adult hearing, interested in learningdeveloping Brazilian Sign Languages. After selecting the data, they were categorized and analyzed according to the theoretical basis of this research to discuss the enunciative-discursive aspects, as they varied depending on the interlocutors present in the training for the elaboration of the teaching proposal. This research was carried out through dialogic-enunciative analysis, according to the theoretical-methodological perspective of Bakhtin's studies and the circle with a focus on the concept of dialogism. Thus, it is concluded that Social Activity as curriculum organizer for the teaching of Brazilian Sign Language as an additional language from the perspective of multiliteracies was essential to offer classes based on a conception of experience of daily practices and considering the issues of different ways of understanding and represent the world, sign language also becomes an instrument that mobilizes actions in the classroom and in life, in a comprehensive way. Keywords: Brazilian Sign Language Teaching; Additional language; Teaching proposal; Social Activities; Multiliteracies |
