Sistema Signwriting: a escrita da língua de sinais como marcador cultural do surdo

• Ano de defesa: 2024
• Autor(a) principal: Paiva, Amon Evangelista dos Anjos
• Orientador(a): Barbosa Júnior, Walter Pinheiro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO
• País: BR
• Palavras-chave em Português: Escrita de sinais; SignWriting; Língua de sinais; Surdo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/64829

This thesis focuses on the study of the SignWriting system within the Letras Libras/Língua Portuguesa Program (CLLLP) at the Federal University of Rio Grande do Norte (UFRN). SignWriting is a writing system for sign languages, designed to document any sign language in the world without the need for translation into spoken language. The research aims to understand the contributions of sign writing to the academic, identity, political, and cultural development of deaf students in the Letras Libras/LP Program at UFRN. The guiding question for this study is: How can sign writing promote access and strengthen the identity of deaf individuals in the process of knowledge construction? Given the complexity of the research object, a qualitative approach was adopted, emphasizing autobiographical narratives. This approach was chosen because the aspects being investigated cannot be measured or expressed solely through quantitative data. The focus on autobiography is justified by the use of "conversational circles" as a research method, requiring participants to share their life stories with the group. To collect data, an extension project on sign writing was developed for the deaf students of the Letras Libras Program at UFRN, culminating in a conversational circle. In addition to creating this data source, the Pedagogical Project of the Letras Libras/Língua Portuguesa Program was also consulted. The theoretical framework for this study includes authors and proponents of Sign Language Writing, Bilingualism, and Deaf Studies, such as Stumpf (2005, 2006), Barreto & Barreto (2012, 2013), Skliar (2003), Perlin (2003), Sá (2006), Sá & Sá (2015), and Dallan (2013). The research findings indicate that for inclusive education to be effective and free from barriers, deaf individuals must not only master Brazilian Sign Language (Libras) but also a writing system that represents their natural language (L1). This conscious appropriation of their signed and written language enables the empowerment of deaf individuals, allowing them to expand and deepen their understanding of the world and take on the role of narrating their own stories. Therefore, the study concludes that the conscious appropriation of their signed and written language is a liberating process for the deaf community.