http://repositorio.ufc.br/handle/riufc/20025 2026-04-30T20:09:25Z 2026-04-30T20:09:25Z Souza, Margarida Maria Pimentel de Lustosa, Francisca Geny http://repositorio.ufc.br/handle/riufc/54596 2020-10-13T12:28:38Z 2019-01-01T00:00:00Z

Título: Por uma Pedagogia visual: caminhos e concepções que marca(ra)m a educação de surdos no Brasil Autor(es): Souza, Margarida Maria Pimentel de; Lustosa, Francisca Geny Tipo: Artigo de Periódico

2019-01-01T00:00:00Z Souza, Margarida Maria Pimentel de Nascimento, Sandra Patrícia de Faria Lustosa, Francisca Geny http://repositorio.ufc.br/handle/riufc/39926 2023-11-16T17:52:47Z 2018-01-01T00:00:00Z

Título: Ensino de Língua de Sinais Brasileira como primeira língua: currículo em práticas no estágio do Letras Libras Autor(es): Souza, Margarida Maria Pimentel de; Nascimento, Sandra Patrícia de Faria; Lustosa, Francisca Geny Abstract: This article shares experiences of the supervised traineeship of the Licentiate Course in Letras Libras, in the teaching of the Brazilian Sign Language (Libras or LSB) as first language (L1), under three interrelated aspects: (a) the traineeship as a reflexive and collaborative experience; (b) the student immersion in socio-interactive teaching practice, reflecting on concepts of mother tongue and curriculum of Libras as L1; and (c) the school as territory of culture production, place of (de)territorialization of stages and (de)construction of students’ identities. The data for analysis were extracted from records of the traineeship of the first class of Letras Libras/UFC, in activities produced in the following academic semesters: 2017.1 and 2017.2. The theoretical foundations that supported the experiences of this traineeship were developed with Fedathi Sequence (BORGES-NETO, 2017a, 2017b) which is based on socio-interactive contribution proposed by Vygotsky (1989, 1993) under the ideology on metalinguistic consciousness (GIUSTINA; ROSSI, 2008) and the intercession with specific literature on deafness (LANE, 1992; SACKS, 1998). The reports presented by the students, in Libras, reflected the results of the empiria, presenting the urgency to systematize Libras’ curriculum as L1 in different levels. At the end of this experience we can affirm that the different stages problematized curriculum, school and teaching of Libras as L1; and it gave us opportunities for the triad experiences: student (from school), trainee and teachers (supervisors), outlining a rhizomatic framework as a bridge to the constitution of the professionalization of the (future) Libras’ teachers. Tipo: Artigo de Periódico

2018-01-01T00:00:00Z Peixoto, Renata Castelo http://repositorio.ufc.br/handle/riufc/26471 2017-10-07T14:28:45Z 2006-01-01T00:00:00Z

Título: Algumas considerações sobre a interface entre a língua brasileira de sinais (libras) e a língua portuguesa na construção inicial da escrita pela criança surda Autor(es): Peixoto, Renata Castelo Abstract: This paper proposes a psycholinguistic reflection on the conceptual constructions of deaf children in what regards writing. Based on a dialogue with the ideas of Emília Ferreiro and Ana Teberosky, this work reveals that the psychogenesis of writing experienced by deaf children who have sign language as their first and instruction language, occurs in a different way than that of hearing children in the initial process of constructing writing. The main specificities of this acquisition are related to the non-phonetization of writing, to an intense exploration of the visual-spatial aspects of writing and to the usage of the phonologic parameters of sign language as a regulating and organizing element of writing. Such peculiarities thus demand that school and alphabetizing teachers revise their conceptions on the process of writing of the deaf, thinking of (new) pedagogical practices that take into account the bilingual reality and its soundless relationship to writing. Descrição: PEIXOTO, Renata Castelo. Algumas considerações sobre a interface entre a língua brasileira de sinais (LIBRAS) e a língua portuguesa na construção inicial da escrita pela criança surda. Cadernos CEDES, Campinas, v. 26, n. 69, p. 205-229, maio/ago., 2006. Tipo: Artigo de Periódico

2006-01-01T00:00:00Z Vieira, Patrícia Araújo Araújo, Vera Lúcia Santiago http://repositorio.ufc.br/handle/riufc/26470 2017-10-07T14:26:03Z 2007-01-01T00:00:00Z

Título: A leitura em português como L2: análise das possíveis crenças dos professores de surdos Autor(es): Vieira, Patrícia Araújo; Araújo, Vera Lúcia Santiago Abstract: The ICES (Deaf Education Institute of Ceará) is a public school in Fortaleza – CE attended only be deaf students. This school’s education statement considers bilingualism, which says that LIBRAS (Brazilian Sign Language) is the mother tongue for the Brazilian deaf, Portuguese being the second language. Because this school has been through many changes, many beliefs among teachers have emerged in order to make students more proficient in reading Portuguese (L2). This research presents interviews with four teachers of Portuguese language – two who are majored in Letras and two from Education. They are teachers working for ICES and their work time has varied considerably. This study revealed that the teachers’ beliefs about teaching of reading in L2 to the deaf has influenced their action in class. It has also kept them from acting in a way that could benefit their students in their reading development, according to Barcelos (2003) and Wood (2003). Descrição: VIEIRA, Patrícia Araújo; ARAUJO, Vera Lúcia Santiago. A leitura em português como L2: análise das possíveis crenças de professores de surdos. Entretextos, Londrina, v. 7, n. 1, p. 265-275, jan./dez. 2007. Tipo: Artigo de Periódico

2007-01-01T00:00:00Z