Deslocamentos subjetivos na sensibilização para a libras em curso de formação de professores e profissionais ouvintes

• Ano de defesa: 2013
• Autor(a) principal: Ana Rachel Carvalho Leao
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Análise do discurso; Deslocamentos subjetivos; Linguística Aplicada; Libras; Representação; Lingüística aplicada; Professores Formação; Surdos Educação; Língua brasileira de sinais; Aquisição de segunda linguagem; Representação (Psicanálise)
• Link de acesso: http://hdl.handle.net/1843/MGSS-9BLPTK

This study in Applied Linguistics investigates texts written by hearing students who attended the course in Fundamentos de Libras at Faculdade de Letras, at Universidade Federal de Minas Gerais during the second terms of 2010 and 2011. Some bibliographical references are also analysed. Our hypothesis is that some of the students engage in the deaf culture discourse. The majority, on the other hand, do not shift meanings although try to ; therefore, they do not necessarily engage the deaf culture discourse. We have tried to identify in what moments students undergo subjective shifts in the ways they write their opinions in the discipline discussion forum. Excerpts of these writings were selected for our corpus. We tried to point out students representations prior to the course (whenever possible) and their representations at the end of it. Our theoretical basis lies on French-Brazilian Discourse Analysis highlighting Michel Foucault and Michel Pêcheux, and also on psychoanalytical concepts. The main analytical category is interpretation presented by Orlandi ([1999] 2012). In addition, we used the category of discursive resonance presented by Serrani-Infanti (1994). From two wide discursive formations of the hearing and the deaf, we highlighted discursive formation of the deaf. The latter, can be divided into two modulations: the clinical-therapeutic and the socio-discursive ones. The former grasps sayings regarding abnormality, deficiency and healing (the medical, normalizing and hearings discourses, among others, are included here.) The latter, however, comprises sayings concerning the deaf culture which supports the deaf as being a special subject and also supports the existence of a deaf culture. Both discursive formations make up the students sayings, signaling their moments of identification to one or to another.