Ensino-aprendizagem do sujeito surdo : um estudo de caso

• Ano de defesa: 2014
• Autor(a) principal: Cordeiro, Suammy Priscila Rodrigues Leite
• Tipo de documento: Dissertação
• 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
• Palavras-chave em Português: Surdo; Afetividade; Família; sinais afetivos e aprendizagem; CNPQ::LINGUISTICA, LETRAS E ARTES; Deaf; Affection; Family; Emotional signs and learning
• Link de acesso: http://ri.ufmt.br/handle/1/380

This dissertation focuses on the function of the affection and in the interactions in learning and development of a deaf subject that cames from a hearing family, with a intention to promote a discussion that takes into consideration the various aspects that this process, arguing in favor of bilinguism (Brazilian Sign Language and Portuguese) since birth and under what conditions these interactions and learning happened. The subject of the research is deaf and was chosen because of the various educational features presented in his academic life, specifically in the high school. These characteristics are really different of the results demonstrated by other deafs and same grade level. In this context, came some questions about the reasons of his academic success, it has motivated us to trace all the trajectory of this child who was born deaf in a hearing home, and how the influence of the affection to the development of a deaf child. This research uses the methodology of qualitative research and begins with case study, using narratives that has been written by the mother of the subject, besides interviews and reports from the same subject, now adult. To analyze the data’s, we used mainly the socio-cultural-historical theory of the Vygotsky (1930; 1989; 1997; 2000), discussing concepts like language and thought, interaction, affection, compensation, social relationships and language development, particularly the deaf child. Besides him, also authors like Lima (2006), Sacks (1990) and Villar & Junior (2008), among others that help us to promote reflections about themes of the deafness area. It is hoped that this work can contribute to the reflections about the teaching-learning of the deafs, as well as raise the interest of professionals from other areas of knowledge as to the capabilities of these subjects.