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O ensino da etimologia da língua gestual portuguesa no ensino secundário
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Este estudo teve como objetivo promover a compreensão da etimologia da Língua Gestual
Portuguesa por alunos Surdos do Ensino Secundário e avaliar os conhecimentos que
detinham sobre o tema. Para tal, foram definidos objetivos específicos relacionados com
a introdução do conceito de etimologia, a identificação das bases etimológicas dos gestos,
a reflexão sobre gestos potencialmente ofensivos e a promoção da participação ativa em
sala de aula.
A investigação adotou uma abordagem qualitativa, baseada em observação e registo das
atividades. Para obtenção dos resultados foram aplicadas três atividades, em que os
alunos tinham que: corresponder cada gesto à sua base etimológica correta; escolher um
gesto e explicar a sua base e debater um vídeo de gestos possivelmente ofensivos,
refletindo criticamente sobre o seu uso e significado, bem como as suas bases
etimológicas.
Os resultados indicam que os alunos inicialmente não possuíam conhecimentos sobre
etimologia, mas demonstraram boa compreensão do tema, respondendo corretamente
às questões propostas.
Na discussão sobre gestos ofensivos, alguns consideraram determinados gestos
ofensivos, enquanto outros não, mostrando capacidade de reflexão crítica.
This study aimed to promote the understanding of the etymology of Portuguese Sign Language (LGP) among Deaf high school students and to assess their prior knowledge on the topic. To achieve this, specific objectives were established regarding the introduction of the concept of etymology, the identification of the etymological bases of signs, the reflection on potentially offensive signs, and the promotion of active participation in the classroom. The research adopted a qualitative approach, based on observation and records of classroom activities. To obtain these results, three activities were implemented in which students were required to: match each sign to its correct etymological base; select a sign and explain its etymological origin; and engage in a debate on a video about potentially offensive signs, critically reflecting on their use, meaning, and etymological bases. The results indicate that students initially had no knowledge of etymology but demonstrated a good understanding of the topic throughout the activities, responding correctly to the questions posed. During the discussion on offensive signs, some students considered certain signs offensive, while others did not, showing the ability to critically reflect on their meanings and implications.
This study aimed to promote the understanding of the etymology of Portuguese Sign Language (LGP) among Deaf high school students and to assess their prior knowledge on the topic. To achieve this, specific objectives were established regarding the introduction of the concept of etymology, the identification of the etymological bases of signs, the reflection on potentially offensive signs, and the promotion of active participation in the classroom. The research adopted a qualitative approach, based on observation and records of classroom activities. To obtain these results, three activities were implemented in which students were required to: match each sign to its correct etymological base; select a sign and explain its etymological origin; and engage in a debate on a video about potentially offensive signs, critically reflecting on their use, meaning, and etymological bases. The results indicate that students initially had no knowledge of etymology but demonstrated a good understanding of the topic throughout the activities, responding correctly to the questions posed. During the discussion on offensive signs, some students considered certain signs offensive, while others did not, showing the ability to critically reflect on their meanings and implications.
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Palavras-chave
História da LGP Etimologia Gestos Ofensivos History of LGP Etymology Offensive Signs