Relevância do aprendizado da língua brasileira de sinais: percepção dos discentes e dos docentes de um centro de ensino e de apoio à pessoa surda
Miniatura indisponível
Ficheiros
Data
2017
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Em 2002, a Lei nº 10.436 de 24 de abril, oficializa a Língua Brasileira de Sinais (Libras),
como forma de comunicação e expressão, em que o sistema linguístico de natureza visualmotora,
com estrutura gramatical própria, constitui um sistema linguístico de transmissão de
ideias e fatos, oriundos de comunidades de pessoas surdas do Brasil. A Lei Brasileira de
Inclusão da Pessoa com Deficiência, nº 13.146 de 6 de julho de 2015, estabelece, dentre outros,
oferta de educação bilíngue, em Libras como primeira língua e na modalidade escrita da língua
portuguesa como segunda língua, em escolas e classes bilíngues e em escolas inclusivas. A
Língua de sinais, utilizada pelas pessoas surdas, é desconhecida pela maioria das pessoas, fato
este que justifica a necessidade de conscientizar a sociedade, como um todo, para o aprendizado
da Língua Brasileira de Sinais – Libras, visando a interação entre as pessoas surdas e as ouvintes
em um contexto social e educacional. Nesse contexto, desenvolveu-se uma pesquisa
exploratória, descritiva, no Centro de Ensino e de Apoio à Pessoa com Surdez (CAS), em São
Luís/MA, com o objetivo de compreender a relevância atribuída ao aprendizado da Libras,
tendo em conta a percepção dos discentes e dos docentes do referido Centro. No total, foram
30 participantes, sendo 10 pessoas surdas e 20 ouvintes, dentre esses, 10 professores de Libras.
Os dados foram coletados por meio de entrevistas, aplicadas por meio de 03 roteiros, contendo
12 perguntas cada, que foram gravadas e posteriormente transcritas para análise do discurso.
Os resultados sinalizam que as pessoas surdas que buscam o aprendizado de Libras, visam suas
inclusões social, educacional e profissional. Os ouvintes o fazem com o intento de, além da
própria comunicação com as pessoas surdas, muitas vezes, familiares, adquirir o aprendizado
de Libras como meio de trabalho de intérpretes e/ou como professores de Libras. Porém, o
processo ensino aprendizagem de Libras ainda precisa ser mais socializado e/ou
operacionalizado de maneira eficaz, visando alcançar a sociedade de forma geral, bem como a
inclusão das pessoas surdas, desconstruindo os estigmas e discriminações entre os seres
humanos.
In 2002, the Law 10.436 of April 24th legalizes the Brazilian Sign Language (Libras), as a means of communication and expression, in which the linguistic system of visualmotor nature, with its own grammatical structure, constitutes a linguistic system for transmitting ideas and facts, from deaf people communities in Brazil. The Brazilian Law for the Inclusion of the Disabled People (Law 13.146/2015) states – among other things – the offer of bilingual education in Libras as first language and in the written skill, the Portuguese language, as a second language, in schools and bilingual classrooms, and within inclusive schools. Most people are unaware of the sign language used by deaf people, this fact justifies the necessity to inform the whole society to learn the Brazilian Sign Language – Libras, aiming to Interact deaf people and non-deaf people in a social and educational environment. In this context, an exploratory, descriptive research was carried out at the Centro de Ensino e de Apoio à Pessoa com Surdez (CAS), in city of São Luís, state of Maranhão, aiming to understand, having in mind its students’ and teachers perceptions, the relevance credited to learning Libras. In total, 30 participants, 10 of them were deaf people, and 20 listeners, among these, 10 of them teachers of Libras. The data were collected by means of semi-structured interviews, applied by means of 3 (three) guidelines containing 12 questions each, which were recorded, lately transcribed for discourse analyses. The results point out that deaf people who search for learning Libras aim their social, educational and professional inclusion. The listeners do so because they – apart from the communication with deaf people, most of the times with relatives – they intend to learn Libras as a means to work as interpreters and/or as teachers of Libras. However, the teaching-learning process of Libras still needs to be more socialized and/or operationalized in a more efficient way, aiming to reach society as a whole, as well as the inclusion of deaf people, changing the stigmas and discrimination among human beings
In 2002, the Law 10.436 of April 24th legalizes the Brazilian Sign Language (Libras), as a means of communication and expression, in which the linguistic system of visualmotor nature, with its own grammatical structure, constitutes a linguistic system for transmitting ideas and facts, from deaf people communities in Brazil. The Brazilian Law for the Inclusion of the Disabled People (Law 13.146/2015) states – among other things – the offer of bilingual education in Libras as first language and in the written skill, the Portuguese language, as a second language, in schools and bilingual classrooms, and within inclusive schools. Most people are unaware of the sign language used by deaf people, this fact justifies the necessity to inform the whole society to learn the Brazilian Sign Language – Libras, aiming to Interact deaf people and non-deaf people in a social and educational environment. In this context, an exploratory, descriptive research was carried out at the Centro de Ensino e de Apoio à Pessoa com Surdez (CAS), in city of São Luís, state of Maranhão, aiming to understand, having in mind its students’ and teachers perceptions, the relevance credited to learning Libras. In total, 30 participants, 10 of them were deaf people, and 20 listeners, among these, 10 of them teachers of Libras. The data were collected by means of semi-structured interviews, applied by means of 3 (three) guidelines containing 12 questions each, which were recorded, lately transcribed for discourse analyses. The results point out that deaf people who search for learning Libras aim their social, educational and professional inclusion. The listeners do so because they – apart from the communication with deaf people, most of the times with relatives – they intend to learn Libras as a means to work as interpreters and/or as teachers of Libras. However, the teaching-learning process of Libras still needs to be more socialized and/or operationalized in a more efficient way, aiming to reach society as a whole, as well as the inclusion of deaf people, changing the stigmas and discrimination among human beings
Descrição
Orientação: Thelma Helena Costa Chahini ; co-orientação: Isabel Rodrigues Sanches da Fonseca
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, DEFICIENTES AUDITIVOS, SURDEZ, APRENDIZAGEM, EDUCAÇÃO BILÍNGUE, EDUCAÇÃO INCLUSIVA, LINGUAGEM SIMBÓLICA, COMUNICAÇÃO ALTERNATIVA, BRASIL, EDUCATION, HEARING IMPAIRED, DEAFNESS, LEARNING, BILINGUAL EDUCATION, INCLUSIVE EDUCATION, SYMBOLIC LANGUAGE, ALTERNATIVE COMMUNICATION, BRAZIL