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Compreensão de textos narrativos ficcionais gestuais em contexto de 1º CEB
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Orientador(es)
Resumo(s)
Esta investigação surge no âmbito do Mestrado em Ensino de Língua Gestual Portuguesa e visa essencialmente avaliar a forma como as crianças Surdas do 1º Ciclo do Ensino Básico compreendem narrativas ficcionais. Desde sempre, a área da educação das crianças Surdas é um cenário desafiante uma vez que são inúmeras as barreiras que os alunos encontram ao longo do percurso escolar pelo facto de o mundo não lhes ser tão acessível como às crianças ouvintes. Considerando a importância da narrativa para as crianças e sabendo que é através da audição de histórias que são geradas emoções e compreensão do mundo, é relevante entender a forma como as histórias são captadas pela criança Surda que, em desvantagem em relação à criança ouvinte, não tem a audição para a estimular desde que nasce, sendo assim de extrema importância perceber como estas desenvolvem então a sua compreensão, especialmente em relação a histórias ficcionais que estimulam a distinção entre o verosímil, o fantástico e o real. Assim, temos como desiderato averiguar se com a utilização da Língua Gestual Portuguesa, isto é, o uso de materiais adaptados para LGP, por professores nativos, a compreensão dos alunos relativamente aos textos ficcionais se mostra mais efetiva do que quando se usam apenas textos escritos. Pretendemos, igualmente, perceber qual a forma mais adequada para explorar a compreensão leitora através de materiais bilingues que sejam uma bussola para a descodificação plena dos sentidos do texto.
This investigation comes within the scope of the Master in Portuguese Sign Language Teaching and essentially aims to assess how Deaf children in the 1st Cycle of Basic Education understand fictional narratives. The area of education for Deaf children has always been a challenging scenario since there are countless barriers that students encounter along their school journey since the world is not as accessible to them as it is to hearing children. Considering the importance of narrative for children and knowing that it is through listening to stories that emotions and understanding of the world are generated, it is relevant to understand how stories are captured by deaf children who, at a disadvantage in relation to hearing children, do not has the hearing to stimulate it from birth, so it is extremely important to understand how they develop their understanding, especially in relation to fictional stories that stimulate the distinction between the verisimilar, the fantastic and the real. Thus, our aim is to find out whether, with the use of Portuguese Sign Language, that is, the use of materials adapted for LGP, by native teachers, the students' understanding of fictional texts is more effective than when only written texts are used. We also intend to understand the most appropriate way to explore reading comprehension through bilingual materials that are a compass for the full decoding of the meanings of the text.
This investigation comes within the scope of the Master in Portuguese Sign Language Teaching and essentially aims to assess how Deaf children in the 1st Cycle of Basic Education understand fictional narratives. The area of education for Deaf children has always been a challenging scenario since there are countless barriers that students encounter along their school journey since the world is not as accessible to them as it is to hearing children. Considering the importance of narrative for children and knowing that it is through listening to stories that emotions and understanding of the world are generated, it is relevant to understand how stories are captured by deaf children who, at a disadvantage in relation to hearing children, do not has the hearing to stimulate it from birth, so it is extremely important to understand how they develop their understanding, especially in relation to fictional stories that stimulate the distinction between the verisimilar, the fantastic and the real. Thus, our aim is to find out whether, with the use of Portuguese Sign Language, that is, the use of materials adapted for LGP, by native teachers, the students' understanding of fictional texts is more effective than when only written texts are used. We also intend to understand the most appropriate way to explore reading comprehension through bilingual materials that are a compass for the full decoding of the meanings of the text.
Descrição
Palavras-chave
Compreensão Leitora Crianças Surdas Língua Gestual Portuguesa 1ºCEB Reading Comprehension Deaf Children Portuguese Sign Language 1st CEB
Contexto Educativo
Citação
Editora
Escola Superior de Educação de Coimbra
Coleções
Licença CC
Sem licença CC