Reflexões acerca do encadeamento linguístico-discursivo dos professores que atuam no CAS/Goiânia: uma experiência educativa com os falantes da língua brasileira de sinais

• Ano de defesa: 2021
• Autor(a) principal: Santana, Lígia de Souza Araújo
• Orientador(a): Freire, Silvana Matias
• Banca de defesa: Freire, Silvana Matias, Rocha, Maria Alice de Sousa Carvalho, Burgarelli, Cristovão Giovani
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Representação/significante; Surdez; Sujeito; Outro
• Palavras-chave em Inglês: Representation / signifier; Deafness; Subject; Other
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11377

The aim of this dissertation is to analyze the recurring signifier marks in the speech of teachers who work at the Centro de Capacitação de Profissionais da Educação e de Atendimento à Pessoa com Surdez – CAS/Goiânia, when asked to talk about their students. The signifiers engendered in these speeches have supported the teaching-learning movement of students with deafness in this specialized teaching center and allow us to wonder about the educational practice with these students in Basic Education. For this endeavor, we are based on theoretical concepts derived from psychoanalysis, especially those elaborated by Freud and Lacan and discussed by their commentators. The theoretical-methodological path carried out in this research is an attempt to ask how the concept of representation was extracted from classical philosophy, went through a displacement carried out by Freud and was reformulated by Lacan. This study also reflects on the notions of language and mother tongue, both in the psychoanalytic perspective and in the perspective adopted by the participating teachers. We then discuss the implications of such conceptions in teaching praxis. The data were obtained through a questionnaire applied to teachers and the educational product developed was a formative e-book, entitled “De professor para professor: reflexões sobre a prática educativa com os falantes da Língua Brasileira de Sinais” which, in addition to reporting the construction path of this research, presents a theoretical elaboration based on the psychoanalytic notion of language and shares the discourse of the teachers who work at CAS/Goiânia regarding their educational experience with speakers of the Brazilian sign language. As it is a discourse that affects pedagogical activities, the main objective is to contribute to the continuing education of all Basic Education teachers, especially those who work with students with deafness.