A mediação português-libras de termos científicos da física: uma análise a partir das estratégias de interpretação e das escolhas lexicais
| Ano de defesa: | 2024 |
|---|---|
| Autor(a) principal: |
Lamberti, Katia Silene Veiga
 |
| Orientador(a): |
Zara, Reginaldo Aparecido
|
| Banca de defesa: |
Andrade, Susimeire Vivien Rosotti de
,
Zanatta, Shalimar Caligari
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Foz do Iguaçu |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino
|
| Departamento: |
Centro de Educação Letras e Saúde
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Palavras-chave em Espanhol: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/7307 |
Resumo: | This work focuses on teaching physics to deaf students enrolled in regular schools with the assistance of Sign Language Translators and Interpreters (SLTI) who act as communication mediators. The main goal is to analyse the lexical choices made by sign language interpreters and the interpretation techniques used to represent, in Libras (Brazilian Sign Language), scientific concepts of Physics expressed in Portuguese during a simultaneous interpretation process. Initially, we examine the challenges encountered in teaching physics to deaf students by reviewing literature on the subject, published in journals between 2017 and 2022. Our deeper understanding of the topic led to the development of a Collective Subject Discourse (CSD), based on the individual conclusions drawn from the analysed literature reviews. Since a CSD expresses the collective thought as if it were a single entity, it has the potential to enhance understanding of the subject due to its effectiveness in simplifying information, highlighting concepts, providing an overview, and avoiding inappropriate generalizations. The construction of the CSD allowed us to gather the difficulties in teaching, the training of professionals, teaching actions, and addressing structural and pedagogical barriers discussed in the analysed reviews into a unified discourse where different conclusions are discussed in an articulated manner. The research enabled us to list the barriers encountered by the main actors in teaching Physics, observe failures and successes in teaching proposals, and perceive difficulties in teaching and learning scientific concepts in Libras. Subsequently, we revisited a database collected in previous works and evaluated the Portuguese-Libras mediations, referencing the interpretation techniques used by SLTI during the act of interpreting messages related to specific technical-scientific terms in Physics. In this case, we aimed to identify the interpretation techniques employed and observe the signs made by SLTI when there are no corresponding signs in Libras, ensuring that these signs are appropriate and understood in the scientific context. We detailed the interpretation through the analysis of the signs used to mediate the concept, transcribing the message in Libras into a written form. As a result, we observed that the translation procedures vary significantly from SLTI to SLTI, showing a diversity of possible interpretations for the same message, which helped us understand that various strategies and technical translation procedures can be employed by SLTI during simultaneous interpretation. At the same time, the detailed analysis of the mediation process allowed us to draw parallels in various aspects of teaching physics to deaf students that emerged in the collective subject discourses. The cases investigated in this dissertation exemplify the complexity of the interpretation process, highlighting the challenges faced by SLTI not only in the simultaneous translation of scientific concepts of Physics into Libras but also in the selection of the most appropriate interpretation strategies. |