As expressões não manuais no ensino das Libras e as expressões faciais e corporais no ensino do teatro: uma proposta de reflexão sobre o ensino de segunda língua

• Ano de defesa: 2021
• Autor(a) principal: Dinalva Andrade Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Ensino; Libras; Teatro; Expressões Não Manuais; Linguagem brasileira por sinais; Aquisição da segunda linguagem
• Link de acesso: http://hdl.handle.net/1843/39211

In this dissertation, it is observed that the teaching of Brazilian Sign Language (Libras) in language courses is done by deaf or hearing teachers who are fluent in the language, whether they are graduated in Literature-Libras or not. Listeners look for Libras courses in order to learn a second language, learn a different language, because of their interest in other cultures, the desire to communicate with the deaf or even because of the desire to become a Libras translator and interpreter Portuguese. Oral language and sign language have different characteristics related to the modality, one using the oral-auditory channel and the other using the visual-gesture channel. One is related to vocal and auditory skills and the other to body, motor and visual skills. The sign language modality involves the use of non-manual expressions and it is noted that some students perceive the non-manual expression component, present in the language, as something difficult to learn and use. This research presents a case study that aims to know the use of non-manual expressions in the teaching of Libras and the use of body and facial expressiveness in the teaching of Theater and whether there is a possibility of a relationship between these teaching processes contents. For this purpose, a group of basic Libras I and a group of advanced Libras I were observed for one semester, composed of adult listeners in the process of learning a second language, in the gestural-visual modality. There was also a theater group that was starting the course composed of adult listeners who had no contact with Libras. The theoretical framework is based on authors who address non-manual expressions such as Ferreira-Brito (1995, 1997), Wilbur (2000, 2003), Quadros and Karnopp (2004), Reilly (2006), Quadros, Pizzio and Rezende (2008 ), Pfau and Quer (2010). And in authors related to the physical training of the theater actor such as Decroux (2008) and Lecoq (2010). Video recordings, photos and logbook description were used as tools for data collection. For the transcription of data and annotations, ELAN (EUDICO Linguistic Annotator) was used. Therefore, from the theoretical framework on non-manual expressions, the uses of non-manual expressions in Libras classes were analyzed and the observations made during classes in Libras and Theater courses were described. The analysis highlights the importance of the uses of non-manual expressions referenced in the sign language literature. Finally, the investigation about the use of non-manual expressions in the teaching of Libras, the use of body and facial expressiveness in the teaching of Theater and the possibility of a relationship between the teaching processes of these contents corroborates the idea that the learning of a second language requires specific strategies. As this second language is a sign-visual modality, which uses the body as a resource, possible contributions from Theater to the teaching and learning process of Libras are presented.