Lendo e sinalizando textos: uma análise etnográfica das práticas de leitura em português de uma turma de alunos surdos

• Ano de defesa: 2010
• Autor(a) principal: Giselli Mara da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Leitura; Letramento; Mescla linguística; Educação de surdos; Surdos Educação Metodologia; Educação; Linguagem por sinais
• Link de acesso: http://hdl.handle.net/1843/BUOS-8CLNV9

The object of study in this research is the processes of teaching-learning the reading of texts in Portuguese to / by deaf students using Brazilian Sign Language. Theoretical and methodological orientation adopted in the development of the present work explorecontributions derived from the field of studies of deafness, particularly those that consider the cognitive, linguistic and cultural aspects appropriate to the theme (QUADROS, 1997; BERNARDINO, 1999; BOTELHO, 2002; CHAVES, 2002; LODI; HARRISON, CAMPOS, 2002). Also, conceptual contributions are explored from the Interactional Sociolinguistics (GUMPERZ, 2002; ERICKSON; SCHULTZ, 2002), Interactional Ethnography (GREEN; BLOOME, 1995; GREEN; DIXON; ZAHARLICK, 2005) and Literacy Studies (BLOOME, 1987, 1989; CASTANHEIRA et. al 2001; CASTANHEIRA; GREEN; DIXON, 2007) thatpromote comprehension of the reading, learning and the interactions established in classroom as socially constructed phenomena. From this conceptual panel a study of ethnographic orientation classrooms composed by deaf students from Senior High School (9th grade ofEnsino Fundamental in Brazil) in a Public School in Belo Horizonte city was developed. This study involved participant observation (SPRADLEY, 1980) and filming Portuguese Language classes within one year, during which interviews were also made, as well as filming some classes and collecting printed artifacts that permeate among the participants of the observed group. Analytical process made possible identifying interactional patterns relative to the use of signalized Portuguese and Libras in the reading teaching process and showed how differences between the two languages, either semantic or syntactic, when not made explicit may bring difficulties for the students comprehension of written texts. Besides, it made clea how the construction of meanings for the literacy practices of the group passes by the transit of both languages during classroom interactions. The analyses also lead to knowing themotives which base the teachers choice of which texts should be read by students and how they should be worked out during class. The study offers subsidy for reflection on aspects that need to be taken in consideration for optimization of text comprehension by deaf studentswho have Portuguese as a second language.