Tecnologia no Ensino para Surdos numa Perspectiva Bilíngue: Gênero Discursivo Meme

• Ano de defesa: 2021
• Autor(a) principal: Kunzler, Selma de Morais
• Orientador(a): Santos, Maria Elena Pires
• Banca de defesa: Santos, Maria Elena Pires , Martins, Tania Aparecida , Baumgartner, Carmen Teresinha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação Mestrado Profissional em Letras (CVL)
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: TICs e Leitura; Educação Bilíngue; Surdos; Gênero discursivo Meme
• Palavras-chave em Inglês: ICTs and Reading; Bilingual Education; Deaf; Discourse Genre Meme
• Área do conhecimento CNPq: Linguagens e Letramentos
• Link de acesso: http://tede.unioeste.br/handle/tede/5421

This study presents the development of research conducted in the Post-Graduation Program in Literature Master's Degree in Literature, at the Universidade Estadual do Oeste do Paraná (Unioeste), Cascavel campus (PR). The objective was to present a proposal of study and incentive to the taste for reading directed to deaf students. To do so, we used pedagogical activities mediated by the use of Information and Communication Technologies (ICTs), from the perspective of bilingual education (Brazilian Sign Language - Libras - L1 and Portuguese Language - L2), with activities produced around the discursive genre Meme. Considering the Covid-19 pandemic and the suspension of classes (Decree No. 4230 of 16/03/2020), we developed a Teaching Unit (DU), which can be applied during the return of classes in the Deaf Multifunctional Resource Room (SRMS), with deaf students inserted into regular education, users of Libras and Portuguese in reading and writing, with a view to reading comprehension based on bilingual education. Based on the practice of reading in a perspective of discourse genres, the Information and Communication Technologies (ICTs) are configured as an important pedagogical resource for teaching and learning, by providing access to technological resources accessible to deaf students, enables different strategies aimed at literacy and contributes to the inclusion of these deaf students in the reading process. Thus, it aims to develop methodologies that meet the specific needs of deaf students, who have Libras as their first language and Portuguese as a second language. As a result, we hope that with the application of the UD, this proposal can contribute to the formation of reader subjects able to act actively in the literate society, contributing to the deaf students have other experiences of knowledge and learning through ICTs.