Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos
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2022-07-28
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Universidade Federal de Goiás
Resumo
The theme of this research is the beliefs of deaf teachers about the teaching-learning process of
written Portuguese for the deaf and is justified by finding the need to collaborate with the
development of proposals for the linguistic education of the deaf. The aim is to identify the beliefs
of deaf teachers who work in the Specialized Educational Assistance (AEE) of the Centro de
Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez - CAS in Goiânia,
in relation to the teaching-learning process of the written Portuguese language for deaf.
Methodologically, this is a qualitative research, which uses the technique of semi-structured
interviews as a data collection instrument. This dissertation had as main authors like Bakhtin (1988),
Antunes (2011) Lodi (2004), Faria-Nascimento et al (2021), Barcelos (2004) and Lodi, Mélo and Fernandes (2012). The results identified point to three main beliefs, namely: 1) the methodology and
adequate teaching material used by the teacher for teaching Portuguese to the deaf are important; 2)
it is important to contribute with deaf students in the development of knowledge of words, new
vocabularies and meanings, so that they can get to know the Portuguese language, from the Brazilian
sign language (Libras); and 3) it is important for the deaf student to make an effort, showing
dedication and autonomy, to learn and grow in written Portuguese and to communicate. We
identified the belief that it is necessary for the deaf to question the teacher about new words and
meanings, with autonomy. We conclude that it is important to highlight the position defended in this
dissertation that all good pedagogical practices are not enough if the deaf student cannot
communicate in their natural language, in this case, the Brazilian sign language (Libras). And yet, it
is necessary to emphasize the mediation of the process of acquisition of the written Portuguese
language by the deaf, because it is in the social use that the second language will have its importance.
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OLIVEIRA, W. C. Crenças de professores surdos sobre o processo ensino-aprendizagem de português escrito para surdos. 2022. 80 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2022.