Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública
Ano de defesa: | 2020 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Mato Grosso
Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
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Palavras-chave em Português: | |
Link de acesso: | http://ri.ufmt.br/handle/1/3499 |
Resumo: | In this doctoral thesis, which was evolved in a public school in a capital city in the Midwest region of the country, it is my objective to investigate how teaching practices of literacy in Portuguese as an additional language to deaf students in the 9th grade of elementary school occur. I used the contributions of theories on the education of the deaf (SKLIAR, 2016; 2013; 2002), (FERNANDES, 2006a; 2006b; 2003), (PEREIRA, 2014; 2011), (GÓES, 2015; 2013; 2012), (RANGEL; STUMPF, 2015), (LODI; HARRISON; CAMPOS, 2013), and others. The theoretical support affiliate to the studies on literacy practices, which conceives language, in this context, as a social practice of reading and writing, under the eyes of (STREET, 2010; 1995; 1984), (SOARES, 2012; 2010 ; 1998), (KLEIMAN, 1999; 1998; 1995) (PAN, 2006). In addition, it focuses on the key concepts of the autonomous and ideological literacy models, according to (STREET, 2010; 1995), with an emphasis on the teaching of Portuguese language, articulated to the conceptions of language in the perspectives of Bakhtin/Volochinov (2012), (GERALDI, 1996; 1993; 1984), (FUZZA; MENEGASSI, 2011) and others. The thesis is organized in three chapters, in addition to the introduction and final considerations. This organization includes research questions, which are answered and general objectives and specific ones, which are achieved. The methodological approach is qualitative (BOGDAN; BIKLEN, 1994), of a participatory nature, according to Gil (2009). For the data generation, three moments were observed. The first consisted of observing ten class-hours taught by the research subject, the second, observing literacy practices in the school space, and the third, as a researcher-participant with the teacher in six class-hours. Analyzing the three moments, I was able to answer the three research questions: (1) How does Portuguese language teaching as an additional language to deaf students in the 9th grade of elementary school, in a public school in a capital in the Midwest region of the country? (2) What literacy practices are verified in the school space? (3) What sense(s) does the teacher attribute to the process of teaching reading and writing to deaf students? The results showed that the teaching of the Portuguese language took place from the same perspective as the traditional teaching of reading and writing in other schools, other than the one not studied. Already in the classes in which I participated acting in cooperation with the teacher, when we took, teacher and I, the teaching of LP as an additional language to deaf students as a social practice of language, the result pointed to a much more significant learning, especially when there was, in this process , a conception of language as interaction and a view of the student as the central subject of this action, from the perspective of a different subject, given their identity peculiarities, and not disabled. As for literacy practices in the school corridor, these differ little from the practices taught in schools considered “regular”. About the senses produced, these emerged much more during the classes in which the teacher agreed to change the content, as well as the language perspective adopted until then; because I noticed a greater involvement of the students with the themes worked on. Finally, it is important that the topic of this thesis does not end here and that it can contribute to future research, discussions and reflections, given my observations, how much more and more studies on continuing education for teachers teaching students are needed and urgent deaf, due to their initial formation with such fragility, not to mention with such precariousness. |
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Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola públicaPráticas de letramentosLíngua portuguesaLíngua adicionalAlunos surdosCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICALiteracy practicesPortuguese languageAdditional languageDeaf studentsIn this doctoral thesis, which was evolved in a public school in a capital city in the Midwest region of the country, it is my objective to investigate how teaching practices of literacy in Portuguese as an additional language to deaf students in the 9th grade of elementary school occur. I used the contributions of theories on the education of the deaf (SKLIAR, 2016; 2013; 2002), (FERNANDES, 2006a; 2006b; 2003), (PEREIRA, 2014; 2011), (GÓES, 2015; 2013; 2012), (RANGEL; STUMPF, 2015), (LODI; HARRISON; CAMPOS, 2013), and others. The theoretical support affiliate to the studies on literacy practices, which conceives language, in this context, as a social practice of reading and writing, under the eyes of (STREET, 2010; 1995; 1984), (SOARES, 2012; 2010 ; 1998), (KLEIMAN, 1999; 1998; 1995) (PAN, 2006). In addition, it focuses on the key concepts of the autonomous and ideological literacy models, according to (STREET, 2010; 1995), with an emphasis on the teaching of Portuguese language, articulated to the conceptions of language in the perspectives of Bakhtin/Volochinov (2012), (GERALDI, 1996; 1993; 1984), (FUZZA; MENEGASSI, 2011) and others. The thesis is organized in three chapters, in addition to the introduction and final considerations. This organization includes research questions, which are answered and general objectives and specific ones, which are achieved. The methodological approach is qualitative (BOGDAN; BIKLEN, 1994), of a participatory nature, according to Gil (2009). For the data generation, three moments were observed. The first consisted of observing ten class-hours taught by the research subject, the second, observing literacy practices in the school space, and the third, as a researcher-participant with the teacher in six class-hours. Analyzing the three moments, I was able to answer the three research questions: (1) How does Portuguese language teaching as an additional language to deaf students in the 9th grade of elementary school, in a public school in a capital in the Midwest region of the country? (2) What literacy practices are verified in the school space? (3) What sense(s) does the teacher attribute to the process of teaching reading and writing to deaf students? The results showed that the teaching of the Portuguese language took place from the same perspective as the traditional teaching of reading and writing in other schools, other than the one not studied. Already in the classes in which I participated acting in cooperation with the teacher, when we took, teacher and I, the teaching of LP as an additional language to deaf students as a social practice of language, the result pointed to a much more significant learning, especially when there was, in this process , a conception of language as interaction and a view of the student as the central subject of this action, from the perspective of a different subject, given their identity peculiarities, and not disabled. As for literacy practices in the school corridor, these differ little from the practices taught in schools considered “regular”. About the senses produced, these emerged much more during the classes in which the teacher agreed to change the content, as well as the language perspective adopted until then; because I noticed a greater involvement of the students with the themes worked on. Finally, it is important that the topic of this thesis does not end here and that it can contribute to future research, discussions and reflections, given my observations, how much more and more studies on continuing education for teachers teaching students are needed and urgent deaf, due to their initial formation with such fragility, not to mention with such precariousness.Nesta tese de doutorado, desenvolvida em uma escola pública de uma capital na região CentroOeste do país, é meu objetivo investigar como ocorre o ensino de práticas de letramentos em Língua Portuguesa como língua adicional a alunos surdos do 9º ano do Ensino Fundamental. Utilizo-me das contribuições de teorias sobre educação de surdos (SKLIAR, 2016; 2013; 2002), (FERNANDES, 2006a; 2006b; 2003), (PEREIRA, 2014; 2011), (GÓES, 2015; 2013; 2012), (RANGEL; STUMPF, 2015), (LODI; HARRISON; CAMPOS, 2013), dentre outros. O suporte teórico filia-se em estudos sobre práticas de letramentos, o qual concebe a linguagem, nesse contexto, como prática social de leitura e escrita, sob o olhar de (STREET, 2010; 1995; 1984), (SOARES, 2012; 2010; 1998), (KLEIMAN, 1999; 1998; 1995), (PAN, 2006). Além disso, centra-se nos conceitos chaves dos modelos autônomo e ideológico de letramento, de acordo com (STREET, 2010; 1995), com ênfase no ensino de Língua Portuguesa, articulado às concepções de linguagem e língua nas perspectivas de Bakhtin/Volochinov (2012), (GERALDI, 1996; 1993; 1984), (FUZZA; MENEGASSI, 2011) e outros. A tese está organizada em três capítulos, introdução e considerações finais. Por essa organização, perpassam as questões de pesquisa, as quais são respondidas e os objetivos geral e específicos são alcançados. A abordagem metodológica é qualitativa (BOGDAN; BIKLEN, 1994), de natureza participativa, conforme Gil (2009). Para a geração de dados, foram observados três momentos. O primeiro consistiu na observação de dez horas-aulas ministradas pela sujeita da pesquisa, o segundo momento, na observação das práticas de letramentos exercidas no espaço escolar, e o terceiro momento, como pesquisadora-participante junto à professora em seis horasaulas. Ao analisar os três momentos, consegui responder as três perguntas de pesquisa: (1) Como ocorre o ensino de Língua Portuguesa como língua adicional a alunos surdos do 9º ano do Ensino Fundamental, em uma escola pública de uma capital na região Centro-Oeste do país? (2) Quais práticas de letramentos se verificam no espaço escolar? (3) Que sentido(s) o professor atribui ao processo de ensino de leitura e escrita a alunos surdos? Os resultados apontaram que o ensino de Língua Portuguesa se deu pela mesma ótica do ensino tradicional de leitura e escrita em outras escolas, que não a pesquisada. Já nas aulas em que participei atuando junto à professora, ao tomarmos, professora e eu, o ensino de LP como língua adicional a alunos surdos como prática social de linguagem, o resultado apontou para uma aprendizagem bem mais significativa, principalmente quando houve, nesse processo, uma concepção de língua como interação e um olhar sobre o aluno como sujeito central dessa ação, na perspectiva de um sujeito diferente, dadas as suas peculiaridades identitárias, e não deficiente. Quanto às práticas de letramentos no corredor da escola, essas pouco diferem das práticas ensinadas em escolas consideradas “regulares”. Sobre os sentidos produzidos, esses afloraram bem mais durante as aulas em que a docente concordou em mudar o conteúdo, assim como a perspectiva de língua adotada até então; pois notei um envolvimento maior dos alunos com os temas trabalhados. Por fim, é importante que o tema desta tese não se esgote aqui e que possa contribuir para futuras pesquisas, discussões e reflexões, haja vista diante às minhas observações, o quão são necessários e urgentes mais estudos acerca de formação continuada para professores que ensinam alunos surdos, em virtude de sua formação inicial com tamanha fragilidade, para não dizer com tamanha precariedade.Universidade Federal de Mato GrossoBrasilInstituto de Linguagens (IL)UFMT CUC - CuiabáPrograma de Pós-Graduação em Estudos de LinguagemJesus, Dánie Marcelo dehttp://lattes.cnpq.br/5826176151112581Jesus, Dánie Marcelo de545.376.571-20http://lattes.cnpq.br/5826176151112581Borges, Flávia Girardo Botelho776.447.941-15http://lattes.cnpq.br/1362958462280901545.376.571-20Lima, Carolina Akie Ochiai Seixas474.271.911-53http://lattes.cnpq.br/3701847407598791Mello, Dilma Maria de837.030.807-44http://lattes.cnpq.br/8539603114398419Barbosa, Selma Maria Abdalla Dias439.006.741-91http://lattes.cnpq.br/3885079112744847Furlaneto, Lucimeire da Silva2022-08-31T17:35:16Z2021-03-112022-08-31T17:35:16Z2020-12-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisFURLANETO, Lucimeire da Silva. Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública. 2020. 186 f. Tese (Doutorado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2020.http://ri.ufmt.br/handle/1/3499porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-09-01T07:04:09ZRepositório InstitucionalPUB |
dc.title.none.fl_str_mv |
Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública |
title |
Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública |
spellingShingle |
Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública Furlaneto, Lucimeire da Silva Práticas de letramentos Língua portuguesa Língua adicional Alunos surdos CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA Literacy practices Portuguese language Additional language Deaf students |
title_short |
Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública |
title_full |
Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública |
title_fullStr |
Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública |
title_full_unstemmed |
Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública |
title_sort |
Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública |
author |
Furlaneto, Lucimeire da Silva |
author_facet |
Furlaneto, Lucimeire da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Jesus, Dánie Marcelo de http://lattes.cnpq.br/5826176151112581 Jesus, Dánie Marcelo de 545.376.571-20 http://lattes.cnpq.br/5826176151112581 Borges, Flávia Girardo Botelho 776.447.941-15 http://lattes.cnpq.br/1362958462280901 545.376.571-20 Lima, Carolina Akie Ochiai Seixas 474.271.911-53 http://lattes.cnpq.br/3701847407598791 Mello, Dilma Maria de 837.030.807-44 http://lattes.cnpq.br/8539603114398419 Barbosa, Selma Maria Abdalla Dias 439.006.741-91 http://lattes.cnpq.br/3885079112744847 |
dc.contributor.author.fl_str_mv |
Furlaneto, Lucimeire da Silva |
dc.subject.por.fl_str_mv |
Práticas de letramentos Língua portuguesa Língua adicional Alunos surdos CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA Literacy practices Portuguese language Additional language Deaf students |
topic |
Práticas de letramentos Língua portuguesa Língua adicional Alunos surdos CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA Literacy practices Portuguese language Additional language Deaf students |
description |
In this doctoral thesis, which was evolved in a public school in a capital city in the Midwest region of the country, it is my objective to investigate how teaching practices of literacy in Portuguese as an additional language to deaf students in the 9th grade of elementary school occur. I used the contributions of theories on the education of the deaf (SKLIAR, 2016; 2013; 2002), (FERNANDES, 2006a; 2006b; 2003), (PEREIRA, 2014; 2011), (GÓES, 2015; 2013; 2012), (RANGEL; STUMPF, 2015), (LODI; HARRISON; CAMPOS, 2013), and others. The theoretical support affiliate to the studies on literacy practices, which conceives language, in this context, as a social practice of reading and writing, under the eyes of (STREET, 2010; 1995; 1984), (SOARES, 2012; 2010 ; 1998), (KLEIMAN, 1999; 1998; 1995) (PAN, 2006). In addition, it focuses on the key concepts of the autonomous and ideological literacy models, according to (STREET, 2010; 1995), with an emphasis on the teaching of Portuguese language, articulated to the conceptions of language in the perspectives of Bakhtin/Volochinov (2012), (GERALDI, 1996; 1993; 1984), (FUZZA; MENEGASSI, 2011) and others. The thesis is organized in three chapters, in addition to the introduction and final considerations. This organization includes research questions, which are answered and general objectives and specific ones, which are achieved. The methodological approach is qualitative (BOGDAN; BIKLEN, 1994), of a participatory nature, according to Gil (2009). For the data generation, three moments were observed. The first consisted of observing ten class-hours taught by the research subject, the second, observing literacy practices in the school space, and the third, as a researcher-participant with the teacher in six class-hours. Analyzing the three moments, I was able to answer the three research questions: (1) How does Portuguese language teaching as an additional language to deaf students in the 9th grade of elementary school, in a public school in a capital in the Midwest region of the country? (2) What literacy practices are verified in the school space? (3) What sense(s) does the teacher attribute to the process of teaching reading and writing to deaf students? The results showed that the teaching of the Portuguese language took place from the same perspective as the traditional teaching of reading and writing in other schools, other than the one not studied. Already in the classes in which I participated acting in cooperation with the teacher, when we took, teacher and I, the teaching of LP as an additional language to deaf students as a social practice of language, the result pointed to a much more significant learning, especially when there was, in this process , a conception of language as interaction and a view of the student as the central subject of this action, from the perspective of a different subject, given their identity peculiarities, and not disabled. As for literacy practices in the school corridor, these differ little from the practices taught in schools considered “regular”. About the senses produced, these emerged much more during the classes in which the teacher agreed to change the content, as well as the language perspective adopted until then; because I noticed a greater involvement of the students with the themes worked on. Finally, it is important that the topic of this thesis does not end here and that it can contribute to future research, discussions and reflections, given my observations, how much more and more studies on continuing education for teachers teaching students are needed and urgent deaf, due to their initial formation with such fragility, not to mention with such precariousness. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-01 2021-03-11 2022-08-31T17:35:16Z 2022-08-31T17:35:16Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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FURLANETO, Lucimeire da Silva. Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública. 2020. 186 f. Tese (Doutorado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2020. http://ri.ufmt.br/handle/1/3499 |
identifier_str_mv |
FURLANETO, Lucimeire da Silva. Práticas de letramentos em língua portuguesa como língua adicional para surdos em uma escola pública. 2020. 186 f. Tese (Doutorado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2020. |
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http://ri.ufmt.br/handle/1/3499 |
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Universidade Federal de Mato Grosso Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
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Universidade Federal de Mato Grosso Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
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