Detalhes bibliográficos
| Ano de defesa: |
2008 |
| Autor(a) principal: |
Bizio, Lucimar
 |
| Orientador(a): |
Arantes, Lúcia Maria Guimarães |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Lingüística
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/14027
|
Resumo: |
This study discusses issues concerning pedagogical perspectives of Portuguese language teaching aiming at deaf people. In order to offer a critical view of steady tendencies in the field, namely those which focus the mother tongue, L1 and L2, this thesis presents an overview of the history of educational approaches directed to the deaf and discusses the Brazilian state of the art in that field and comments some studies which emphasizes the deafs writing. It is worth keeping in mind that the so called bilingual approach defines the Sign Language as L1 and the writing in Portuguese as L2. The present study approaches the deaf person writing ability from a theoretical perspective which tries to explain their productions and difficulties as effects of the functioning of language and not as cognitive deficits. The discussion developed here was guided by propositions from the Brazilian Interactionism, proposed and advanced by Cláudia Lemos and other authors as well as the theoretical developments put forward by the research group Language Pathology and Clinic, headed by Maria Francisca Lier-DeVitto and Lúcia Arantes |
