Aulas de ciências para surdos: estudos sobre a produção do discurso de intérpretes de LIBRAS e professores de ciências
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Data
2015-06
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Resumo
Bilingualism in deaf education presumes sign language as the first language of the deaf. With
school inclusion deaf students have been enrolled in regular educational institutions resulting in a new
structure in the classroom. Science teaching for the deaf is a challenge, because the student uses a language
that is different from the teacher and needs a LIBRAS interpreter to access the body of knowledge
mediated by the interpreter. The present study investigated the production of narratives (as a discourse
genre) of professors and LIBRAS interpreters in science classes for deaf students. The narratives were
produced in the class diary and analyzed by the content analysis technique. Our results pointed out that
bilingualism still does not pervade the inclusive classroom, and the language barrier is the major difficulty
found in learning science by deaf students.
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Ensino de ciências, Surdos, LIBRAS, Narrativa, Bilinguismo, Science teaching, Deaf, Brazilian language of signals, Narrative, Bilinguism
Citação
OLIVEIRA, Walquíria Dutra de; BENITE, Anna Maria Canavarro. Aulas de ciências para surdos: estudos sobre a produção do discurso de intérpretes de LIBRAS e professores de ciências. Ciência & Educação, Bauru, v. 21, n. 2, p. 457-472, abr./jun. 2015.