Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Brayner, Izabelly Correia dos Santos
 |
| Orientador(a): |
Cavalcanti, Wanilda Maria Alves |
| Banca de defesa: |
Sampaio, Maria Janaina Alencar,
Sousa, Wilma Pastor de Andrade,
Bizerra, Maria da Conceição,
Caiado, Roberta Varginha Ramos |
| 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: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.unicap.br:8080/handle/tede/1236
|
Resumo: |
Reading is a fundamental tool for active participation in society, as it provides access to education and culture and, consequently, social inclusion. The panorama of education of the deaf has sent us the realization of repeated failures of children, young people and deaf adults when we deal with the acquisition of the knowledge that circulates in the school. In this sense, we highlight the unsatisfactory results of their performance in Portuguese, which causes great concern to researchers in the area of deafness in Brazil. The Portuguese language National Curriculum Parameters mention that students should be familiar with reading activities upon completion of elementary school; however, deaf students generally do not reach these levels, according to Garolla and Chiari’s surveys. Some factors contribute to this observation, which we will highlight in this work and, in view of these settings, we will try to reflect on how it would be possible to change this framework and the direction to use new strategies. The objective of this research is to analyze the process of (re) construction of reading in Portuguese by deaf students of elementary school, in order to improve their performance in this language. To this end, five (5) deaf students from the Group of Studies and Practices of Language for the Deaf (GEPLIS), enrolled in public schools in the final years of elementary school, were part of the research. The methodology adopted was qualitative interventionist with a research-action approach. The intervention stage proposed fifteen (15) meetings, in which the participants were evaluated in relation to the reading comprehension before and after the intervention. In this context, authors such as Vygotsky, Bakhtin, Solé, Morais, Paiva, Bittencourt, Koch, Leffa, Lodi, Karnopp, Pereira, among others, were used as the basis for discussions about Portuguese reading in a bilingual perspective for the deaf, considering the peculiarities of the process of acquisition of the two languages, Libras and the Portuguese language, as well as questions related to the teaching of Portuguese as a second language for this community. The results obtained in this research point to an improvement in reading performance in Portuguese as L2 for most of the participants, using different types of text and, with the aid of the reading strategies proposed by Bittencourt, confirming this improvement in reading comprehension. Among the strategies that became recurrent in the reading act, the most outstanding were: the mediation of Libras to understand the Portuguese language; the use of signs in different contexts; grammar explanations of the Portuguese language and the consultation to the text to confirm hypotheses. These strategies are considered effective in reading in Portuguese as a second language, favoring the expansion of the world knowledge and the linguistic capital of the deaf participants in the research. |
