O processo de ensino-aprendizagem de português escrito para surdos em sessões de tandem
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2020-12
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This paper aims to analyze the interactions between hearing and deaf students, to verify
the strategies the hearing participants used to assist the learning of written Portuguese by
the deaf, during face-to-face tandem sessions, as well as to obtain the perceptions of the
deaf about their participation in these sessions. It is a qualitative research method, and
the data were collected in three tandem sessions, in the first half of 2017, through video
recordings of these sessions, as well as interviews with the deaf participants. The results
indicate that the interactions enabled the deaf participants to learn written Portuguese
effectively when the hearing participants used visual aids that facilitated this process. In
contrast, the use of oralization and gestures by the hearing participants, when
communicating with the deaf, made this process difficult. We conclude that the tandem
approach, widely used with oral languages, is also favorable in the teaching-learning
process of Portuguese for the deaf.
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Aprendizagem colaborativa, Português para surdos, Ensino-aprendizagem da escrita, Português escrito, Aprendizagem de línguas em tandem, Collaborative learning, Portuguese for the deaf, Teaching/learning of writing, Written Portuguese, Tandem language learning
Citação
OLIVEIRA, Quintino Martins de; FIGUEIREDO, Francisco José Quaresma de. O processo de ensino-aprendizagem de português escrito para surdos em sessões de tandem. Revista Linguagem & Ensino, Pelotas, v. 23, n. 4, p. 1179-1203, out./dez. 2020. DOI: 10.15210/rle.v23i4.18511. Disponível em: https://periodicos.ufpel.edu.br/ojs2/index.php/rle/article/view/18511. Acesso em: 20 jan. 2023.