Banca de QUALIFICAÇÃO: TUIZA CRISTINA AVELINO BEZERRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : TUIZA CRISTINA AVELINO BEZERRA
DATE: 19/03/2024
TIME: 14:00
LOCAL: https://meet.google.com/npu-iseo-gba
TITLE:

SEMINAR GENRE: CHALLENGES AND POSSIBILITIES IN TEACHING PORTUGUESE LANGUAGE AS A SECOND LANGUAGE FOR DEAF PEOPLE

KEY WORDS:

Seminar Genre. Following teaching. Teaching Portuguese as a second language. Speech in Libras.

PAGES: 61
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The present study is the result of the researcher's particular concerns regarding weaknesses with the current model of inclusive education aimed at deaf students in basic education. The general objective of this investigation is to analyze the use of the theoretical methodological resource of the seminar genre with a view to having an impact on the learning of deaf students in a deaf institution in Natal RN. As specific objectives we have: Apply the theoretical-methodological resource used in teaching the seminar genre at the institution for the deaf in Natal-RN; Compare similarities and differences between the seminar genre in Libras and in Portuguese; Identify the impacts on the learning of deaf students and produce, as a product, a didactic sequence (SD) based on the seminar genre, to assist the learning processes of deaf students. For this purpose, the aforementioned institution was chosen as the locus of the research, due to its ease of access, because it fits the characteristics of the research and because it is a space for providing services to the deaf in a bilingual context. Bilingual hearing teachers, deaf teachers and deaf students from elementary school I - initial grades participated in the research. The research in question was based on a descriptive-interpretative methodology with a qualitative focus, correlated to action research (THIOLLENT, 1985). The instruments used for data collection were: semi-structured interview (Manzini, 2020?), questionnaire (Marconi & Lakatos, 1999:100) and observation (Marconi & Lakatos, 1999:90) which resulted in 4 field diaries. The data obtaineThe instruments used for data collection were: semi-structured interview (Manzini, 2020?), questionnaire (Marconi & Lakatos, 1999:100) and observation (Marconi & Lakatos, 1999:90) which resulted in 4 field diaries. The data obtained was analyzed according to Moraes' (2003) discursive textual analysis. As a theoretical reference, we are based on Deaf studies (Quadros, 2006; Perlin, Kyle, 2007; Lopes e Silva, 2017; Skliar, 2020, etc.), orality studies (DOLZ et al., 2004; SCHNEUWLY, 2004; MARCUSCHI, 2001 ); Studies of discursive genres (Backtin, 2003; Voloshinov, ) and the dialogues between the foundations of Backtin, Freire and Vigotski in education (Souza, Oliveira and Hawi; 2020). The results point to: a) the need to teach Libras in the classroom; b) consider speech in Libras as a way of learning for deaf people, through expressive language; C) need to use the seminar discursive genre, as a teaching strategy to stimulate deaf people's argumentative skills. Ultimately, in the deaf schooling process, the need for curricular adaptation in inclusive schools is based on the research by Santos Filho (2015), which makes the choice for a bilingual school inevitable. From this research, it is expected to contribute to the learning processes of deaf people with the production of material (SD) that will serve as support for Portuguese language teachers and deaf teachers in the basic education network.

COMMITTEE MEMBERS:
Interna - 3144003 - GESSICA FABIELY FONSECA
Interno - 1888150 - PEDRO LUIZ DOS SANTOS FILHO
Externa à Instituição - JANAÍNA AGUIAR PEIXOTO - UFPB