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Crianças surdas no 1.º CEB sem aquisição da língua gestual portuguesa: estudo de caso de um aluno
| Name: | Description: | Size: | Format: | |
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| 6.22 MB | Adobe PDF |
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Abstract(s)
O presente estudo foi realizado com o propósito de compreender se o desenvolvimento de materiais personalizados e o acompanhamento individual realizado por um docente de Língua Gestual Portuguesa (LGP), de um aluno surdo com ausência
de aquisição linguística na fase adequada, pode reverter ou minimizar os impactos negativos linguísticos e cognitivos que o desenvolvimento tardio da linguagem pode possuir na vida do mesmo. Com efeito, foi realizado um estudo de caso, acompanhando um aluno intensivamente durante o período escolar, tendo sido possível concluir que, apesar de realizadas diversas estratégias pedagógicas consideradas adequadas para este caso, não foi possível reverter os atrasos desenvolvimentais que o aluno possui. É, contudo, necessário realçar que existiram diversas variáveis que influenciaram este processo, nomeadamente: o período de acompanhamento que demonstrou ser insuficiente (um ano curricular), a ausência frequente do aluno às aulas e a falta de acompanhamento e apoio familiar ao processo realizado na escola. Não obstante as dificuldades sentidas ao longo do estudo, pretendeu-se disponibilizar ferramentas e materiais para apoiar docentes de LGP no processo de ensino-aprendizagem com alunos numa fase posterior ao período crítico de aquisição da linguagem, sem conhecimentos prévios de língua.
The present study was conducted with the purpose of understanding whether the development of personalized materials and individual support provided by a Portuguese Sign Language (LGP) teacher to a deaf student who has not acquired language at the appropriate stage can reverse or minimize the negative linguistic and cognitive impacts that delayed language development can have in the student's life. In this regard, a case study was conducted, closely following the student during the school year. It was possible to conclude that, despite various pedagogical strategies being implemented that were considered suitable for this case, it was not possible to reverse the developmental delays that the student had. However, it is important to highlight that several variables influenced this process, namely: the support period, which proved to be insufficient (one academic year), the student's frequent absences from classes, and the lack of family support and guidance for the process carried out at school. Despite the difficulties experienced throughout the study, the aim was to provide tools and materials to support LGP teachers in the teaching-learning process with students who are at a later stage than the critical period for language acquisition and have no prior knowledge of the language.
The present study was conducted with the purpose of understanding whether the development of personalized materials and individual support provided by a Portuguese Sign Language (LGP) teacher to a deaf student who has not acquired language at the appropriate stage can reverse or minimize the negative linguistic and cognitive impacts that delayed language development can have in the student's life. In this regard, a case study was conducted, closely following the student during the school year. It was possible to conclude that, despite various pedagogical strategies being implemented that were considered suitable for this case, it was not possible to reverse the developmental delays that the student had. However, it is important to highlight that several variables influenced this process, namely: the support period, which proved to be insufficient (one academic year), the student's frequent absences from classes, and the lack of family support and guidance for the process carried out at school. Despite the difficulties experienced throughout the study, the aim was to provide tools and materials to support LGP teachers in the teaching-learning process with students who are at a later stage than the critical period for language acquisition and have no prior knowledge of the language.
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Keywords
Desenvolvimento linguístico e cognitivo Língua gestual portuguesa alunos surdos aquisição da linguagem ensino aprendizagem Linguistic and Cognitive Development Portuguese Sign Language Deaf Students Language Acquisition Teaching Learning