Reflexões sobre identidade e surdez : aspectos pedagogicos e interacionais da interlocução de uma professora surda com alunos ouvintes

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The objetctive of this work is to identify and describe how a teacher that has deep deafness and that speaks Portuguese constructs herself as an interlocutor of her post-literacy hearing students. Considering the relevance of the mediated action for the teaching-learning processes within the classroom, our intention is to show the pertinence of understanding a verbal and non-verbal posture as sociohistorical interactional instruments ? not only dialogical, but also ideological, since a wide view of alterity is fundamental. Within this context, we try to construct a transdisciplinary trajectory of investigation in Applied Linguistics, pointing to theoretical references of different disciplines, in a way not to reduce or fragment our object of investigation. The data was generated using the interpretivequalitative methodology, a case study of ethnographic nature that takes the mediation process as an interactional dynamics of the classroom that makes the space and the discourse of the interlocutors possible, teacher/students, within the teaching-learning process open to the multiplicity of meanings that emerge as these interactions unfold. Within the scope of our research, we analyze the resources that the teacher used to construct herself as an interlocutor of her hearing students in the classroom and how she organized and planned the class. Moreover, in order to build up a view of the way society think about the maturation of the social traces of the deaf subject, we direct our discussion to the sociocultural processes. Within this process, we highlight that the projections that the participants permanently elaborate and reelaborate can make the ways of constituting/constructing the teaching objects as discourse objects more evident, and it is usually around them that the teacher and the students interactionally and thematically construct the class. Therefore, we found out that, as she established a dialogue with her students, the teacher made use of referentiation and interactional resources on the texture of pedagogical practices, constructing an identity through the constant dialogue with the students and through the verbal and non-verbal referentiation produced within the teachinglearning process

ASSUNTO(S)

professores e alunos identity deafness reference (linguistics) surdez pratica de ensino referencia (linguistica) practice teaching identidade

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