| Ano de defesa: |
2022 |
| Autor(a) principal: |
Oliveira, Waléria Corcino de
 |
| Orientador(a): |
Faria, Juliana Guimarães
|
| Banca de defesa: |
Faria, Juliana Guimarães,
Lima, Layane Rodrigues de,
Silva, Leosmar Aparecido da,
Campello, Ana Regina |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
|
| Programa de Pós-Graduação: |
Programa de Pós-graduação em Letras e Linguística (FL)
|
| Departamento: |
Faculdade de Letras - FL (RMG)
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/12555
|
| Resumo: |
The theme of this research is the beliefs of deaf teachers about the teaching-learning process of written Portuguese for the deaf and is justified by finding the need to collaborate with the development of proposals for the linguistic education of the deaf. The aim is to identify the beliefs of deaf teachers who work in the Specialized Educational Assistance (AEE) of the Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez - CAS in Goiânia, in relation to the teaching-learning process of the written Portuguese language for deaf. Methodologically, this is a qualitative research, which uses the technique of semi-structured interviews as a data collection instrument. This dissertation had as main authors like Bakhtin (1988), Antunes (2011) Lodi (2004), Faria-Nascimento et al (2021), Barcelos (2004) and Lodi, Mélo and Fernandes (2012). The results identified point to three main beliefs, namely: 1) the methodology and adequate teaching material used by the teacher for teaching Portuguese to the deaf are important; 2) it is important to contribute with deaf students in the development of knowledge of words, new vocabularies and meanings, so that they can get to know the Portuguese language, from the Brazilian sign language (Libras); and 3) it is important for the deaf student to make an effort, showing dedication and autonomy, to learn and grow in written Portuguese and to communicate. We identified the belief that it is necessary for the deaf to question the teacher about new words and meanings, with autonomy. We conclude that it is important to highlight the position defended in this dissertation that all good pedagogical practices are not enough if the deaf student cannot communicate in their natural language, in this case, the Brazilian sign language (Libras). And yet, it is necessary to emphasize the mediation of the process of acquisition of the written Portuguese language by the deaf, because it is in the social use that the second language will have its importance. |
|---|
