DISCOURSES OF DEAF UNDERGRADUATES ABOUT TEACHING PORTUGUESE IN PANDEMIC:

The teaching-learning process of the Portuguese language for deaf students has had long and profound discussions. Officialization of the pandemic scenery of COVID-19, in March 2020, brought about several socioeconomic and educational transformations in Brazil. Due to the rapid contagion of the disea...

ver descrição completa

Na minha lista:
Detalhes bibliográficos
Principais autores: dos Santos Brito, Giovane, Maria de Sá e Silva da Cruz, Osilene, Schenka Ribeiro, Nayla
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/gelne/article/view/29980
Tags: Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
id oai:periodicos.ufrn.br:article-29980
record_format ojs
spelling oai:periodicos.ufrn.br:article-299802023-01-24T19:39:48Z DISCOURSES OF DEAF UNDERGRADUATES ABOUT TEACHING PORTUGUESE IN PANDEMIC: Discursos de graduandos surdos sobre o ensino de Português em tempos de pandemia: uma análise sistêmico-funcional dos Santos Brito, Giovane Maria de Sá e Silva da Cruz, Osilene Schenka Ribeiro, Nayla The teaching-learning process of the Portuguese language for deaf students has had long and profound discussions. Officialization of the pandemic scenery of COVID-19, in March 2020, brought about several socioeconomic and educational transformations in Brazil. Due to the rapid contagion of the disease, social distance was imposed, causing changes from the face-to-face model to a remote modality implemented in teaching routine. This study aimed to analyze the discourses of undergraduate students on the effectiveness of the teaching-learning process of Portuguese and the methodologies teachers used to develop learning, based on the theoretical-methodological contributions of Systemic-Functional Linguistics (HALLIDAY, 1994), on legislation and some authors' studies -  Barbara and Macedo (2010), Pereira (2014) and Fernandes (2008) – referring to the Education of the Deaf. Data collection was based on the students' responses to a bilingual questionnaire, sent virtually. This descriptive research was carried out manually, under a qualitative nature, considering the ideational metafunction of the basis of the study, recognizing three distinct representations of the teaching and learning of Portuguese language as a second language for deaf students. We concluded that the didactic-methodological practices carried out in the education for the deaf continued to disregard culture, identities, and linguistic specificities of these people. O processo de ensino e aprendizagem de Língua Portuguesa para surdos sempre foi alvo de profundas discussões. Com a oficialização da pandemia da COVID-19, em março de 2020, inúmeras transformações socioeconômicas e educacionais aconteceram no Brasil. Em decorrência do rápido contágio da doença, um distanciamento social foi imposto, provocando a mudança do ensino presencial para a modalidade remota. Este estudo objetivou analisar os discursos de discentes surdos do ensino superior sobre o ensino de Língua Portuguesa como Segunda Língua e as práticas docentes utilizadas nesse processo, utilizando os aportes teórico-metodológicos da Linguística Sistêmico-Funcional, desenvolvida por Halliday (1994), das legislações referentes à Educação de Surdos e das reflexões de Barbara e Macêdo (2010), Pereira (2014) e Fernandes (2008). A coleta de dados se deu pela análise das respostas de graduandos surdos do Brasil a um questionário bilíngue, encaminhado virtualmente. Trata-se de uma pesquisa descritiva, realizada sem o auxílio de softwares específicos do campo linguístico, sob a natureza quantiqualitativa, considerando a metafunção ideacional da teoria-base do estudo, reconhecendo três representações distintas sobre o ensino e aprendizagem da Língua Portuguesa como Segunda Língua para surdos. Concluiu-se que as práticas didático-metodológicas realizadas na educação de surdos continuaram a desconsiderar cultura, identidades e especificidades linguísticas desses sujeitos.     Portal de Periódicos Eletrônicos da UFRN 2023-01-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos Pares application/pdf https://periodicos.ufrn.br/gelne/article/view/29980 Revista do GELNE; v. 24 n. 2 (2022); 240-255 2236-0883 10.21680/1517-7874.2022v24n2 por https://periodicos.ufrn.br/gelne/article/view/29980/16654 Copyright (c) 2023 Revista do GELNE http://creativecommons.org/licenses/by-nc-sa/4.0
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author dos Santos Brito, Giovane
Maria de Sá e Silva da Cruz, Osilene
Schenka Ribeiro, Nayla
spellingShingle dos Santos Brito, Giovane
Maria de Sá e Silva da Cruz, Osilene
Schenka Ribeiro, Nayla
DISCOURSES OF DEAF UNDERGRADUATES ABOUT TEACHING PORTUGUESE IN PANDEMIC:
author_facet dos Santos Brito, Giovane
Maria de Sá e Silva da Cruz, Osilene
Schenka Ribeiro, Nayla
author_sort dos Santos Brito, Giovane
title DISCOURSES OF DEAF UNDERGRADUATES ABOUT TEACHING PORTUGUESE IN PANDEMIC:
title_short DISCOURSES OF DEAF UNDERGRADUATES ABOUT TEACHING PORTUGUESE IN PANDEMIC:
title_full DISCOURSES OF DEAF UNDERGRADUATES ABOUT TEACHING PORTUGUESE IN PANDEMIC:
title_fullStr DISCOURSES OF DEAF UNDERGRADUATES ABOUT TEACHING PORTUGUESE IN PANDEMIC:
title_full_unstemmed DISCOURSES OF DEAF UNDERGRADUATES ABOUT TEACHING PORTUGUESE IN PANDEMIC:
title_sort discourses of deaf undergraduates about teaching portuguese in pandemic:
description The teaching-learning process of the Portuguese language for deaf students has had long and profound discussions. Officialization of the pandemic scenery of COVID-19, in March 2020, brought about several socioeconomic and educational transformations in Brazil. Due to the rapid contagion of the disease, social distance was imposed, causing changes from the face-to-face model to a remote modality implemented in teaching routine. This study aimed to analyze the discourses of undergraduate students on the effectiveness of the teaching-learning process of Portuguese and the methodologies teachers used to develop learning, based on the theoretical-methodological contributions of Systemic-Functional Linguistics (HALLIDAY, 1994), on legislation and some authors' studies -  Barbara and Macedo (2010), Pereira (2014) and Fernandes (2008) – referring to the Education of the Deaf. Data collection was based on the students' responses to a bilingual questionnaire, sent virtually. This descriptive research was carried out manually, under a qualitative nature, considering the ideational metafunction of the basis of the study, recognizing three distinct representations of the teaching and learning of Portuguese language as a second language for deaf students. We concluded that the didactic-methodological practices carried out in the education for the deaf continued to disregard culture, identities, and linguistic specificities of these people.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2023
url https://periodicos.ufrn.br/gelne/article/view/29980
work_keys_str_mv AT dossantosbritogiovane discoursesofdeafundergraduatesaboutteachingportugueseinpandemic
AT mariadesaesilvadacruzosilene discoursesofdeafundergraduatesaboutteachingportugueseinpandemic
AT schenkaribeironayla discoursesofdeafundergraduatesaboutteachingportugueseinpandemic
AT dossantosbritogiovane discursosdegraduandossurdossobreoensinodeportuguesemtemposdepandemiaumaanalisesistemicofuncional
AT mariadesaesilvadacruzosilene discursosdegraduandossurdossobreoensinodeportuguesemtemposdepandemiaumaanalisesistemicofuncional
AT schenkaribeironayla discursosdegraduandossurdossobreoensinodeportuguesemtemposdepandemiaumaanalisesistemicofuncional
_version_ 1766683440153886720

Registros relacionados