Banca de DEFESA: JENIPHER ALYSSA DE LIMA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JENIPHER ALYSSA DE LIMA SILVA
DATE: 30/07/2024
TIME: 09:00
LOCAL: Auditório 02 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

Initial Training; Deaf Student; Teaching; Learning; Portuguese as a second language.

PAGES: 172
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This work, which is part of an exploratory research with a qualitative approach, aims to analyze the discourse of Deaf undergraduates students on the integrated course of Letters-Brazilian Sign Language (Libras)/Portuguese Language at the Federal University of Rio Grande do Norte about their initial training and the process of teaching and learning Portuguese as a second language. This work arises from the lack of academic discussion related to the initial training of Deaf teachers to teach Portuguese as a second language to Deaf people. Since Portuguese is not always the Deaf person's comfort language, we will focus on this training, problematizing the academic literacy practices of these teachers. To this end, we discuss the central concepts of this research, dialoguing between them in the light of the theoretical references of Deaf Studies, New Literacy Studies, Historical-Cultural Theory and Teacher Training. To achieve this goal, we collected data in Libras, during a process consisting of three stages: (i) documentary research; (ii) semi-structured interviews; (iii) focus groups. In order to analyze the data, which evokes the signaled voices of the four deaf undergraduates, we used Bakhtin's Dialogical Discourse Analysis (2020), and subsequently chose the two categories of alterity: me-to-me (what the me thinks about my proficiency in Portuguese and teaching identity) and other-to-me (what the me thinks about training and teaching). The results showed that: (i) deaf undergraduates negatively value the pedagogical practices in Higher Education in relation to the learning of LPs; (ii) there is a mixed valuation (positive and negative) in the speeches of the other undergraduates, because in their first years, they studied in a school whose language of instruction was Libras, and they had the opportunity to learn written LPs. However, later they moved on to other schools whose language of instruction was LP. Regarding their experiences in Higher Education: (i) although they consider themselves to be a good reader and writer of Brazilian Sign Language, the difficulties in reading and writing academic genres in Portuguese still persist and they yearn to improve their literate practices; (ii) their difficulties on reading and writing intensify when participating in subjects taught by lecturers who have no command of Libras; (iii) the subjects in the area of Portuguese Language Teaching for Libras Users are insufficiently available in their training curriculum, resulting in restricted grammatical knowledge; (iv) they do not feel prepared to work in PL2 teaching; (v) teachers are valued positively for being bilingual and knowledgeable about Deaf culture; (vi) they attribute importance to the existence of the institution's support offer to teach LP in depth, contributing to future teaching practice. We conclude in this study that academic literacy and training are interlinked dimensions, and that it is necessary to reflect on the literate practices of Deaf undergraduates and their implications for teacher training, (re)signifying the academic curriculum to meet their training needs. We hope that this incipient and unfinished study will inspire further research into this subject, gaining further understanding of its complexity.

COMMITTEE MEMBERS:
Externo à Instituição - ANA CLAUDIA LODI
Interna - 2313711 - FLAVIA ROLDAN VIANA
Interna - 1756133 - RITA DE CASSIA BARBOSA PAIVA MAGALHAES