Análise do uso de glossários terminológicos no processo de ensino e aprendizagem de estudantes surdos no Curso de Letras - Língua Portuguesa e Libras da UFRN
In this study, we sought to analyze the pedagogical implications of the use of terminological glossaries, products that cover a set of terms or vocabulary of a particular specialty, in the teaching and learning process of deaf students of the Licentiate Degree in Languages – Portuguese and Brazilian...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/46837 |
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| Resumo: | In this study, we sought to analyze the pedagogical implications of the use of terminological
glossaries, products that cover a set of terms or vocabulary of a particular specialty, in the
teaching and learning process of deaf students of the Licentiate Degree in Languages –
Portuguese and Brazilian Sign Language (Libras) of UFRN, as well as identifying the
processes of production of glossaries and their use, characterizing the terminological
glossaries in Libras concerning the course and analyzing the use of terminological glossaries
in Libras and their relationship with the teaching and learning process of deaf students. The
research involved a deaf professor and three deaf students from a class of a curricular
component of that graduation. In view of the New Coronavirus pandemic, data collection was
carried out through video recording of the synchronous classes of the aforementioned class,
online questionnaires and autoscopy sessions with the class teacher, carried out on a digital
platform. Thus, it was decided to carry out a research with a qualitative approach, interpretive
paradigm, descriptive nature and with elements of a case study. The research design is
structured based on the Autoscopy procedures, with the teacher performing the self-analysis
of video recordings of her own classes, and the data content analysis is subsidized in the
Dialogic Discourse Analysis, theoretical current of the Bakhtin Circle. The results were
presented through two categories of analysis: 1) autoscopy and the use of terminological
glossaries in the teaching of deaf students, which sought to highlight the reflection of the
teacher's practice throughout the classes and sought to identify how the glossary relates to the
teaching process by the teacher, and 2) use of terminological glossaries in the learning of deaf
students, to point out the learning process of deaf students through the relationship with
glossaries. The results found allow us to highlight important aspects in the favorable
pedagogical implications of the use of terminological glossaries in the teaching and learning
process of deaf students in the Licentiate Degree Course in Languages – Portuguese and
Libras at UFRN, such as the potential versatility of this material in teaching pedagogical
strategies and the educational value of this bilingual consultation product to help deaf students
learn Portuguese as a second language, as they see the terminology glossary as a clearer, more
direct and practical source of help for their use in studies. The study pointed to the need to
carry out more scientific researches with regard to autoscopy in the training of deaf teachers,
the production of more glossaries and the use of glossaries as bilingual teaching materials in
educational contexts other than the one researched. However, it is important to consider that
the changes are gradual, as they imply ruptures of concepts and practices rooted over time and
that do not take place immediately. |
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