A discussão histórica dos métodos de ensino de línguas para sujeitos surdos

• Ano de defesa: 2021
• Autor(a) principal: Patrocínio, Ramiris Raniery Nilo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Estudos Linguísticos; Centro de Ciências Humanas e Naturais; UFES; Programa de Pós-Graduação em Linguística
• Palavras-chave em Português: Educação de surdos; Congresso de Milão (1880); métodos de ensino; subject.br-rjbn; Linguística
• Link de acesso: http://repositorio.ufes.br/handle/10/16511

This study aims at analyzing the lines of arguments of the main methods of language teaching to deaf people in the late 18th, mainly those which rely on on the proposals brought forward during the Second International Congress of deaf-mute teachers in Milan – 1980. The theoretical background which informs this research is based on the translated texts of Le Goff along with Michel Foucault’s writings and notions of truth and document/monument. Both are critical for a document/monument analysis of these research sources. This study draws its data from official documents issued during the congress in Milan along with records kept by correspondents sent by teaching schools for deaf people. Among these events, we highlight seven methods of teaching for the deaf, their characteristics and the decision of choice as to an ideal and standard method. The data analysis is carried out in two different ways: firstly, we will consider the conditions under which the event took place, its location and the line of argument. Besides that, we will also contextualize the author of the each document cited. Secondly, we will analyze the data found in the official documents and in the spare records which contain the description of each method. It is concluded from this study that even if there were a preferable teaching method among the member of the congress, votes were not unanimous. It was only by means of intense discussions that the appointment of a more favorable teaching method was carried out collectively, through voting.