A libras e sua capacidade de romper silêncios e criar laços no contexto familiar pais ouvintes de criança surda.

• Ano de defesa: 2019
• Autor(a) principal: Bezerra, Valeria Da Silva [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Brazilian Sign Language; Hearing Parents Of And Deaf Children; Language As Mediational Tool; Cultural-Historical Theory; Critical Collaborative Research Methodology.; Língua Brasileira De Sinais; Pais Ouvintes De Criança Surda; Língua Como Instrumento Mediacional; Teoria Sócio-Histórico-Cultural; Pesquisa Crítica De Colaboração.
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=7938841; https://repositorio.unifesp.br/handle/11600/59839

Language development, according to the sociocultural-historical approach, plays a major role in the cognitive, social, cultural and emotional development of any child. The first instances of children’s social interactions usually occur within their family. Considering deaf children of hearing parents, the lack of a shared language is likely to hinder or even jeopardize the child’s development as a whole. This research aims at understanding how (1) sharing a common language contributes to both interaction and communication processes among family members; (2) Brazilian Sign Language in the establishment of bonds and affection; (3) the concept of deafness is (re)signified by members of this family. This investigation is based on the sociocultural-historical theory (VYGOTSKY, [1934] 1991, [1927, 1930, 1931] 1997, [1934] 2001) which describes the role of language and interaction in the development of higher mental functions, the dialogical understanding of language (Cf. BAKHTIN [VOLOCHÍNOV], [1929] 1988; BAKHTIN, [1979] 1997) and the researcher’s conceptions of deafness and the importance of learning/using Brazilian Sign Languages (LIBRAS) within the family context of a deaf child with hearing parents. In methodological terms, this research subscribes to the Critical Collaborative Research (Cf. MAGALHÃES, [1994] 2007a, [1998] 2007b; FIDALGO, 2006a, 2006b, 2007, 2018), as it intends to intervene and transform both researcher and participants’ actions; (re)constructing meanings throughout the research. The data were collected through lesson observations; the recording of a course on Brazilian Sign Language for hearing parents; questionnaires, interviews and reflective sessions (Cf. MAGALHÃES, [1994] 2007a, [1998] 2007b, 2011; LIBERALI, 2008; NININ, 2013). Results show that (1) the teaching-learning process of Brazilian Sign Language allowed for interaction improvement within the family, and affective proximity between hearing parents and deaf child; (2) the parents’ senses about Brazilian Sign Language and deafness prior to the teaching-learning of the language were ressignified; (3) collaborative work impacted on the researcher’s reflections about her actions during the research, and thus, on the reorganization of her practice as an investigator who follows the Critical Collaborative Methodology.