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A cultura surda no ensino da língua gestual portuguesa
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| 1.49 MB | Adobe PDF |
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Abstract(s)
Esta dissertação examina a relação entre a cultura e o Ensino de alunos Surdos, com foco na importância da Cultura Surda na formação da identidade e no processo de ensino-aprendizagem. Através de uma investigação abrangente, analisa como a Cultura Surda se entrelaça com a experiência educacional dos alunos Surdos e como ela pode ser efetivamente incorporada no programa curricular da Língua Gestual Portuguesa (LGP).
No primeiro capítulo, explora o conceito de cultura sob diversas perspetivas, destacando as suas características comuns e a sua relação com a identidade étnica. Além disso, existem os diferentes tipos de cultura, destacando a cultura popular e a cultura erudita como exemplos de como uma cultura é construída e como pode ser ensinada, mostrando assim no segundo capítulo, como a Cultura Surda emerge da História e artefactos artísticos da Comunidade Surda, tendo em conta a Língua Gestual como elemento central. Ainda, apresenta uma pequena comparação com o ensino da Cultura Surda no Brasil que, apesar de geograficamente distante e com uma Língua Gestual (LG) diferente, partilha a mesma língua - o português - com Portugal e tem um método similar no ensino da Cultura Surda.
A metodologia adotada envolve a recolha de dados por meio de um questionário estruturado. Os participantes responderam a questões específicas sobre a sua compreensão da Cultura Surda no ensino. Os resultados obtidos contribuirão para uma compreensão mais abrangente da Cultura Surda para aprimorar o ensino e promover a inclusão dos alunos Surdos.
Por fim, as considerações finais enfatizam a relevância de valorizar a Cultura Surda no ambiente educacional, proporcionando uma experiência inclusiva e enriquecedora para os alunos Surdos.
This dissertation examines the relationship between culture and the Teaching of Deaf students, focusing on the importance of Deaf Culture in the formation of identity and the teaching-learning process. Through a comprehensive investigation, it analyses how Deaf Culture intertwines with the educational experience of Deaf students and how it can be effectively incorporated into the Portuguese Sign Language (PSL) curriculum. In the first chapter, it explores the concept of culture from different perspectives, highlighting its common characteristics and its relationship with ethnic identity. Furthermore, there are different types of culture, highlighting popular culture and erudite culture as examples of how a culture is constructed and how it can be taught, thus showing in the second chapter how Deaf Culture emerges from History and the artistic artefacts of the Deaf Community, taking into account Sign Language as a central element. Additionally, a brief comparison will be made with the teaching of Deaf Culture in Brazil, which, despite being geographically distant and having a different Sign Language (SL), shares the same language - Portuguese - with Portugal and has a similar method of teaching Deaf Culture. The adopted methodology involves collecting data through a structured questionnaire. Participants will answer specific questions about their understanding of Deaf Culture in teaching. The results will contribute to a more comprehensive understanding of Deaf Culture to improve teaching and promote the inclusion of Deaf students. Finally, the final considerations emphasize the relevance of valuing Deaf Culture in the educational environment, providing an inclusive and enriching experience for Deaf students.
This dissertation examines the relationship between culture and the Teaching of Deaf students, focusing on the importance of Deaf Culture in the formation of identity and the teaching-learning process. Through a comprehensive investigation, it analyses how Deaf Culture intertwines with the educational experience of Deaf students and how it can be effectively incorporated into the Portuguese Sign Language (PSL) curriculum. In the first chapter, it explores the concept of culture from different perspectives, highlighting its common characteristics and its relationship with ethnic identity. Furthermore, there are different types of culture, highlighting popular culture and erudite culture as examples of how a culture is constructed and how it can be taught, thus showing in the second chapter how Deaf Culture emerges from History and the artistic artefacts of the Deaf Community, taking into account Sign Language as a central element. Additionally, a brief comparison will be made with the teaching of Deaf Culture in Brazil, which, despite being geographically distant and having a different Sign Language (SL), shares the same language - Portuguese - with Portugal and has a similar method of teaching Deaf Culture. The adopted methodology involves collecting data through a structured questionnaire. Participants will answer specific questions about their understanding of Deaf Culture in teaching. The results will contribute to a more comprehensive understanding of Deaf Culture to improve teaching and promote the inclusion of Deaf students. Finally, the final considerations emphasize the relevance of valuing Deaf Culture in the educational environment, providing an inclusive and enriching experience for Deaf students.
Description
Keywords
Cultura Surda Identidade Surdos Comunidade Surda Língua Gestual Deaf Culture Identity Deaf Deaf Community Sign Language