Atividades de estimulação da consciência fonológica por meio de um livreto destinado a alunos com deficiência auditiva/surdez
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Data
2017-02-27
Autores
Yoshida, Maria Carolina Cabestre Gamba [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Sabe-se que a consciência fonológica, uma das estruturas da metalinguística, é preditora de um letramento com sucesso para pessoas com ou sem deficiência e assim o é, para a pessoa com deficiência auditiva/surdez. A pessoa com deficiência auditiva que faz uso da abordagem oral, se fizer acompanhamento adequado, poderá desenvolver a consciência fonológica, tal qual um ouvinte e a pessoa com surdez, por sua vez, que faz uso de uma língua de sinais, se estiver em contato com a mesma desde a mais tenra idade, terá uma percepção fonológica das estruturas mínimas de sua língua visuoespacial. Uma aliada tanto da promoção da consciência fonológica, quanto do letramento, é a contação de histórias. Portanto, este trabalho objetivou, por meio de um livreto composto por narrativas curtas, incentivar o ensino de estruturas da consciência fonológica de forma lúdica, pela contação de histórias ou leitura a ser realizada por professores de alunos com deficiência auditiva/surdez em sua prática docente; também buscou verificar a usabilidade de tal livreto e suas respectivas instruções, pelo viés do professor. As instruções foram elaboradas seguindo a perspectiva vigotskiana, em que o professor ensina e dá feedback ao aluno em seu momento de mediação. Participaram dessa pesquisa, onze professores cursistas do Ambiente Virtual de Aprendizagem AVA, plataforma Moodle Rede de Formação (Redefor), e cinco professores de uma cidade de médio porte do interior do estado de São Paulo; nove alunos com surdez e sete com deficiência auditiva. Os professores, após receberem o livreto e confirmarem a participação, responderam a um questionário por meio do “drive - formulários do google” sobre a usabilidade do livreto, e três instruções I, II e III de atividades de detecção de estruturas da consciência fonológica, destinadas aos alunos com deficiência auditiva/surdez, bem como procurou caracterizar esses alunos. Pelas análises das respostas constatou-se como resultado, que 100% dos professores consideraram o livreto “útil” e possível de ser aplicado aos alunos indistintamente; quanto às Instruções I, 54% dos alunos atentaram para a sonoridade das palavras e em relação às Instruções II e III, 36% dos alunos com surdez perceberam a repetição de sinais semelhantes.As respostas também revelaram que dos 67% dos alunos que apresentaram maiores dificuldades na leitura e escrita eram em sua maioria alunos com surdez; 59% precisaram de “auxílio” para responder questões referentes às narrativas; 51% dos alunos com deficiência auditiva estavam no Ensino Fundamental I e dos com surdez, 38% no Fundamental II e 50% no Ensino Médio, apontando certa discrepância nesses últimos dois grupos, por ainda se encontrarem em fase de letramento,segundo os professores; constatando-se a necessidade de se alertar profissionais das áreas de Educação, saúde e familiares sobre a urgência de procedimentos de ensino e de reabilitações no que se refere à aquisição de linguagem, seja ela a língua de sinais ou a língua oral, bem como a utilização de atividades que envolvam “consciência fonológica” no letramento.
It is known that phonological awareness, one of the metalingüísticas structures, is a predictor of a successful literacy for people with or without disabilities and so it is, for the person with hearing impairment and deafness. The person with hearing impairment who makes use of the oral approach, if followed properly, can develop phonological awareness, just like a listener and the person with deafness, in turn, who makes use of a sign language, if they are in contact with the sign language from the earliest age, will have a phonological perception of the minimal structures in their language visio-espacional. A big ally of both development of phonological awareness and a literacy, is the storytelling. Therefore, this work aimed to create a reading material composed of short narratives, to encourage the training of structures of phonological awareness by playful form, through storytelling and to be applied by teachers of students with hearing impairments/deafness in their teaching practice; as well as the elaboration of specific instructions for each audiences or students and characterization of them. The instructions were elaborated following the Vigotskian perspective, in which the teacher teaches and gives feedback to the student in his moment of mediation. Participated in this research, 11 teachers of a course of the Virtual Learning Environment (AVA), Moodle platform- Network of Formation Redefor, and five teachers from a medium-sized city of the state of São Paulo, who are received the material and confirmed the participation, and responded to a questionnaire through the "drive - google forms" about the "applicability of the material" and three types of intructions I, II, III with searching for activities of phonological awareness as well as the characterizations, designed for students with hearing impairments/deafness. The answer also revealed that the 67% of students with deafness had greater difficulties in reading and writing; 59% of them needed a help to answer questions regarding narratives by teachers. 51% of students with hearing impairments were in Elementary School, and 38% of the students with deafness were in Middle School, and 50% of the students with deafness were in High School. This result pointed out the discrepancy existes in the last two groups due to the process of literacy according to teachers, which means that the professionals in the areas of education, health and family need to be aweared of the urgency of educational and rehabilitational procedures regarding to the acquisition of language whether the sign language or oral language, as well as activities involving "phonological awareness" in literacy.
It is known that phonological awareness, one of the metalingüísticas structures, is a predictor of a successful literacy for people with or without disabilities and so it is, for the person with hearing impairment and deafness. The person with hearing impairment who makes use of the oral approach, if followed properly, can develop phonological awareness, just like a listener and the person with deafness, in turn, who makes use of a sign language, if they are in contact with the sign language from the earliest age, will have a phonological perception of the minimal structures in their language visio-espacional. A big ally of both development of phonological awareness and a literacy, is the storytelling. Therefore, this work aimed to create a reading material composed of short narratives, to encourage the training of structures of phonological awareness by playful form, through storytelling and to be applied by teachers of students with hearing impairments/deafness in their teaching practice; as well as the elaboration of specific instructions for each audiences or students and characterization of them. The instructions were elaborated following the Vigotskian perspective, in which the teacher teaches and gives feedback to the student in his moment of mediation. Participated in this research, 11 teachers of a course of the Virtual Learning Environment (AVA), Moodle platform- Network of Formation Redefor, and five teachers from a medium-sized city of the state of São Paulo, who are received the material and confirmed the participation, and responded to a questionnaire through the "drive - google forms" about the "applicability of the material" and three types of intructions I, II, III with searching for activities of phonological awareness as well as the characterizations, designed for students with hearing impairments/deafness. The answer also revealed that the 67% of students with deafness had greater difficulties in reading and writing; 59% of them needed a help to answer questions regarding narratives by teachers. 51% of students with hearing impairments were in Elementary School, and 38% of the students with deafness were in Middle School, and 50% of the students with deafness were in High School. This result pointed out the discrepancy existes in the last two groups due to the process of literacy according to teachers, which means that the professionals in the areas of education, health and family need to be aweared of the urgency of educational and rehabilitational procedures regarding to the acquisition of language whether the sign language or oral language, as well as activities involving "phonological awareness" in literacy.
Descrição
Palavras-chave
Alunos com deficiência auditiva/surdez, Consciência fonológia, Contação de histórias, Students with hearing impairments/deafness, Phonological awareness, Storytelling