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Authors
Advisor(s)
Abstract(s)
As práticas de leitura, inclusive literárias, e o hábito de ler, tem sido
bastante valorizadas e incentivadas no cenário educacional brasileiro nos dias
de hoje, sinalizando novos rumos e novas perspectivas para o ensino da
Língua Portuguesa, principalmente para os estudantes surdos, absorvida
como segunda língua. Este estudo de caso, com abordagem qualitativa,
procurou refletir e compreender as concepções de estudantes surdos e
professores ouvintes de uma instituição de ensino para surdos, pertencente a
um município do Estado do Rio de Janeiro / Brasil, sobre a funcionalidade do
texto literário no ambiente escolar, relacionada à aprendizagem da Língua
Portuguesa escrita e, consequentemente, à formação do leitor. Esta pesquisa
foi construída tendo como referência o acesso dos estudantes surdos ao
ambiente literário, fato este de direito enquanto cidadãos, tendo a escola
como principal mediadora deste processo, considerando ainda as práticas
pedagógicas existentes no contexto escolar para o ensino de uma segunda
língua. Contudo, torna-se relevante abordar a escassez de trabalhos
relacionados a esta temática, ou seja, o ensino da Língua Portuguesa escrita e
o uso do texto literário na prática pedagógica. Assim, na perpectiva desta
pesquisa, dez participantes foram submetidos às entrevistas semiestruturadas,
contribuindo significativamente para posterior análise e
triangulação de dados. Os resultados obtidos convergiram para uma
dualidade entre as concepções dos estudantes e professores sobre o tema, e
a realidade existente na instituição, sobre a prática de sala de aula e,
consequentemente, as experiências vivenciadas por eles.
Reading practices, including literary practices, and the habit of reading, have been highly valued and encouraged in the Brazilian educational scene today, signaling new directions and new perspectives for Portuguese Language teaching, especially for deaf students, absorbed as second language. This case study, with a qualitative approach, sought to reflect and understand the conceptions of deaf students and hearing teachers of a deaf education institution, belonging to a municipality in the State of Rio de Janeiro / Brazil, about the functionality of the literary text in the school environment, related to the learning of the written Portuguese language and, consequently, to the formation of the reader. This research was constructed with reference to the access of deaf students to the literary environment, a fact of right as citizens, having the school as the main mediator of this process, considering also the pedagogical practices existing in the school context for the teaching of a second language. However, it is relevant to address the shortage of works related to this subject, namely, the teaching of written Portuguese and the use of literary text in pedagogical practice. Thus, in the perspective of this research, ten participants were submitted to semi-structured interviews, contributing significantly to later analysis and triangulation of data. The results obtained converge to a duality between students and teachers conceptions about the subject, and the reality that exists in the institution, about classroom practice and, consequently, the experiences lived by them.
Reading practices, including literary practices, and the habit of reading, have been highly valued and encouraged in the Brazilian educational scene today, signaling new directions and new perspectives for Portuguese Language teaching, especially for deaf students, absorbed as second language. This case study, with a qualitative approach, sought to reflect and understand the conceptions of deaf students and hearing teachers of a deaf education institution, belonging to a municipality in the State of Rio de Janeiro / Brazil, about the functionality of the literary text in the school environment, related to the learning of the written Portuguese language and, consequently, to the formation of the reader. This research was constructed with reference to the access of deaf students to the literary environment, a fact of right as citizens, having the school as the main mediator of this process, considering also the pedagogical practices existing in the school context for the teaching of a second language. However, it is relevant to address the shortage of works related to this subject, namely, the teaching of written Portuguese and the use of literary text in pedagogical practice. Thus, in the perspective of this research, ten participants were submitted to semi-structured interviews, contributing significantly to later analysis and triangulation of data. The results obtained converge to a duality between students and teachers conceptions about the subject, and the reality that exists in the institution, about classroom practice and, consequently, the experiences lived by them.
Description
Keywords
Surdez Língua Portuguesa escrita como segunda língua Leitura literária Texto literário Deafness Portuguese Language Written as a second language Literary reading Literary text
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação