Proposta de uma sequência didática para o ensino de frases da língua portuguesa escrita para estudantes surdos
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Data
2023-03-30
Autores
Lino, Carla Cristine Tescaro Santos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Estudos sobre o desempenho de estudantes surdos em textos escritos na língua portuguesa têm indicado uma série de dificuldades relacionadas, principalmente, ao uso limitado do léxico, de artigos, verbos, proposições e advérbios. Essa problemática impulsionou para a seguinte questão de pesquisa: quais benefícios a aplicação de uma proposta de sequências didáticas para o ensino das estruturas linguísticas utilizadas em frases escritas na língua portuguesa traria para estudantes surdos? Objetivou-se elaborar, aplicar e analisar uma proposta de sequências didáticas, contextualizadas a partir de uma obra infantojuvenil, para a construção de frases em língua portuguesa escrita com estudantes surdos. O estudo foi desenvolvido em três etapas. A Etapa 1 objetivou analisar coleções de livros que tinham como o recurso midiático um CD-ROM em Português-Libras para a análise do vocabulário e escolher uma obra a fim de elaborar uma proposta de sequências didáticas para construção de frases escritas. Um levantamento foi realizado em acervos de 15 livrarias físicas, localizadas nos estados do Paraná e São Paulo, e 10 obras foram localizadas. Os textos das dez obras foram digitalizados e, por meio do software IraMuTeQ, todos os vocábulos foram comparados com o Protocolo de Identificação do Repertório de Vocabulário para Crianças e Jovens com deficiência não Oralizados para selecionar uma obra que atendesse aos requisitos de conteúdo do 6º ano da Educação Básica. A Etapa 2 consistiu em, a partir da obra selecionada, elaborar os instrumentos para avaliação, pré e pós-teste, e construir as unidades e sequências didáticas a serem utilizados na etapa seguinte. O instrumento de avaliação foi composto por 26 questões. Oito unidades didáticas foram elaboradas para a intervenção. A Etapa 3 referiu-se à intervenção, do tipo quase-experimental, com avaliação inicial, intervenção e reavaliação, e objetivou analisar a produção de frases em língua portuguesa escrita por uma estudante surda. A participante do estudo foi uma amostra de conveniência, tinha 12 anos de idade, era surda profunda, sinalizante de Libras, estava matriculada no 6º ano do Ensino Fundamental II, em uma escola do interior do estado do Paraná. A coleta de dados ocorreu na sala de recursos da escola. A avaliação inicial foi realizada em duas sessões, com duração média de 57 minutos cada. Posteriormente, foi realizada a intervenção com oito sessões, com uma 1h30min cada, e, posteriormente, a reavaliação, em uma sessão. Nas atividades de intervenção, foram utilizados vários recursos e figuras extraídas da obra selecionada. As instruções ocorreram por meio da Libras. As intervenções foram filmadas e, posteriormente, transcritas para ajuda no tratamento e análise. As produções escritas foram analisadas quantitativamente. Como critério de pontuação, utilizou-se: 0 - errou a questão; 1- resposta parcialmente correta, 2 - acertou a questão. Os dados foram transformados em gráficos. Os resultados indicaram que houve melhor desempenho da participante na construção de frases após a intervenção, principalmente para o uso de artigos e conjugação verbal. Conclui-se que o modelo de pesquisa utilizado possibilitou o planejamento das atividades e o instrumento de avaliação mensurou a construção de frases escritas em português.
Studies on the performance of deaf students in texts written in the Portuguese language have indicated a series of difficulties related mainly to the limited use of vocabulary, articles, verbs, prepositions, and adverbs. This issue prompted the following research question: what benefits would the application of a proposal for didactic sequences for teaching linguistic structures used in written sentences in Portuguese bring to deaf students? The objective was to develop, apply, and analyze a proposal for didactic sequences, contextualized from a children's and youth book, for the construction of written sentences in Portuguese with deaf students. The study was developed in three stages. Stage 1 aimed to analyze collections of books that had a CD-ROM in Portuguese- Portuguese Sign Language as a media resource for vocabulary analysis and choose a book to develop a proposal for didactic sequences for written sentence construction. A survey was conducted in 15 physical bookstores located in the states of Paraná and São Paulo, and 10 books were located. The texts of the 10 books were digitized, and using the IraMuTeQ software, all the words were compared with the Identification Protocol of the Vocabulary Repertoire for Children and Youth with Non-Oralized Disabilities to select a book that met the content requirements of the sixth year of Basic Education. Stage 2 consisted of developing the evaluation instruments, pre and post-tests, and building the didactic units and sequences to be used in the next stage, based on the selected book. The evaluation instrument consisted of 26 questions. Eight didactic units were elaborated for the intervention. Stage 3 referred to the quasi-experimental intervention with initial evaluation, intervention, and re-evaluation and aimed to analyze the production of written sentences in Portuguese by a deaf student. The study participant was a convenience sample, a 12 years old, profoundly deaf, user of Portuguese sign language, enrolled in the 6th grade of Elementary School II, in a school in the interior of Paraná state. Data collection took place in the school's resource room. The initial evaluation was conducted in two sessions, with an average duration of 57 minutes each. Later, the intervention was carried out with eight sessions, lasting 1 hour and 30 minutes each, followed by re-evaluation in one session. Various resources and figures extracted from the selected book were used in the intervention activities, and instructions were given through Portuguese sign language. The interventions were filmed and later transcribed to assist in treatment and analysis. The written productions were analyzed quantitatively. The scoring criterion used was: 0 - answered incorrectly; 1 - partially correct answer; 2 - answered correctly. The data were transformed into graphs. The results indicated that the participant performed better in sentence construction after the intervention, mainly for the use of articles and verb conjugation. It is concluded that the research model used allowed for the planning of activities and the evaluation instrument measured the construction of written sentences in Portuguese.
Studies on the performance of deaf students in texts written in the Portuguese language have indicated a series of difficulties related mainly to the limited use of vocabulary, articles, verbs, prepositions, and adverbs. This issue prompted the following research question: what benefits would the application of a proposal for didactic sequences for teaching linguistic structures used in written sentences in Portuguese bring to deaf students? The objective was to develop, apply, and analyze a proposal for didactic sequences, contextualized from a children's and youth book, for the construction of written sentences in Portuguese with deaf students. The study was developed in three stages. Stage 1 aimed to analyze collections of books that had a CD-ROM in Portuguese- Portuguese Sign Language as a media resource for vocabulary analysis and choose a book to develop a proposal for didactic sequences for written sentence construction. A survey was conducted in 15 physical bookstores located in the states of Paraná and São Paulo, and 10 books were located. The texts of the 10 books were digitized, and using the IraMuTeQ software, all the words were compared with the Identification Protocol of the Vocabulary Repertoire for Children and Youth with Non-Oralized Disabilities to select a book that met the content requirements of the sixth year of Basic Education. Stage 2 consisted of developing the evaluation instruments, pre and post-tests, and building the didactic units and sequences to be used in the next stage, based on the selected book. The evaluation instrument consisted of 26 questions. Eight didactic units were elaborated for the intervention. Stage 3 referred to the quasi-experimental intervention with initial evaluation, intervention, and re-evaluation and aimed to analyze the production of written sentences in Portuguese by a deaf student. The study participant was a convenience sample, a 12 years old, profoundly deaf, user of Portuguese sign language, enrolled in the 6th grade of Elementary School II, in a school in the interior of Paraná state. Data collection took place in the school's resource room. The initial evaluation was conducted in two sessions, with an average duration of 57 minutes each. Later, the intervention was carried out with eight sessions, lasting 1 hour and 30 minutes each, followed by re-evaluation in one session. Various resources and figures extracted from the selected book were used in the intervention activities, and instructions were given through Portuguese sign language. The interventions were filmed and later transcribed to assist in treatment and analysis. The written productions were analyzed quantitatively. The scoring criterion used was: 0 - answered incorrectly; 1 - partially correct answer; 2 - answered correctly. The data were transformed into graphs. The results indicated that the participant performed better in sentence construction after the intervention, mainly for the use of articles and verb conjugation. It is concluded that the research model used allowed for the planning of activities and the evaluation instrument measured the construction of written sentences in Portuguese.
Descrição
Palavras-chave
Educação especial, Surdez, Intervenção pedagógica, Segunda língua, Ensino da escrita, Special education, Deafness, Pedagogical intervention, Second language, Writing teaching
Como citar
LINO, Carla Cristine Tescaro Santos. Proposta de uma sequência didática para o ensino de frases da língua portuguesa escrita para estudantes surdos. Universidade Estadual Paulista (Unesp), 2023.