Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Almeida, Matheus Lucas de
 |
| Orientador(a): |
Moraes, Antonio Henrique Coutelo de |
| Banca de defesa: |
Cavalcanti, Wanilda Maria Alves,
Caiado, Roberta Varginha Ramos,
Pedrosa, Juliene Lopes Ribeiro,
Borelli, Julma Dalva Vilarinho Pereira |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Católica de Pernambuco
|
| Programa de Pós-Graduação: |
Doutorado em Ciências da Linguagem
|
| Departamento: |
Departamento de Pós-Graduação
|
| País: |
Brasil
|
| 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: |
http://tede2.unicap.br:8080/handle/tede/1832
|
Resumo: |
The teaching and learning of additional languages for deaf people has become a recurring theme on the academic agenda in recent years (Moraes, 2015; 2018, Almeida, 2021). However, discussions that turn to the teaching and learning of a third language for this community are still incipient. I understand the importance of moving toward new discussions, aiming to promote possibilities in teaching and learning English as a third language for the deaf. Therefore, with the support of action research (Burns, 2015; 1999) with a qualitative approach (Triviños, 1987), using as methodological bases the guidelines of Paiva (2019), Johnson (2004), and Content Analysis (Bardin, 2011), this research's main objective is to analyze, in a public school in Recife, the process of developing writing in English by deaf people who use Brazilian Sign Language (Libras) as a means of communication. As a research hypothesis, I believe that teaching the written modality can provide a more accessible and meaningful learning for these students, especially when it is based on speech genres, as Johnson (2004) suggests. Furthermore, my specific objectives are to reflect on methodologies for teaching and learning English in written form to the deaf, build methodological possibilities, in partnership with the teacher, that facilitate the teaching and learning of written English to the deaf and analyze writing activities in English produced by deaf students. The theoretical foundation of the study is based on Bakhtin/Volochinov (2006), Bakhtin (1986), Grosjean (2018), Johnson (2004), Moraes (2012, 2018), Paiva (2019), Rajagopalan (2013, 2022), Vygotsky (1981, 1998), among others. The results confirm that learning English, in its written form, by deaf students can occur. In this context, speech genres, as proposed in Johnson's (2004) dialogic model, can facilitate the acquisition of this additional language for deaf people, as well as visuality, adaptation, imagery resources, and triangulation among the Portuguese, English, and Brazilian sign language. Based on the results discussed and analyzed here, I expect to contribute to a more efficient approach to teaching English to the deaf, seeking to promote more meaningful inclusion of these students in English language classes, always respecting their specificities with the support of specific strategies that can meet their educational demands. |
