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Advisor(s)
Abstract(s)
A educação de surdos teve seu início no século XVI e, a partir de tal
período, houve a produção de materiais lexicográficos e pedagógicos
para o registro das línguas gestuais ou de sinais. Tal fato ocorreu
mesmo com a abordagem oralista que predominava na educação de
surdos em alguns países e em alguns colégios especializados. Dentro
desse contexto, este estudo tem por objetivo inventariar materiais
lexicográficos e pedagógicos portugueses e brasileiros para a educação
de surdos e refletir sobre suas concepções didático-pedagógicas a
partir do século XVIII. Para tanto, realizou-se uma pesquisa
qualitativa, do tipo bibliográfica e documental (GIL, 2002), com base
em obras de referência produzidas em diferentes períodos históricos e
diferentes países, em especial Portugal e Brasil. Com base nos estudos
realizados, destacamos que existe uma quantidade considerável de
materiais lexicográficos e pedagógicos, produzidos de forma impressa,
em CD-ROM, DVD e, atualmente, on-line. Tais materiais mantêm
uma tradição iconográfica, independentemente de seu formato.
Percebe-se, por meio do estudo, que houve avanços em relação à
representação das línguas gestuais ou de sinais no que tange ao
destaque à imagem em movimento; todavia, os materiais que são
produzidos de forma on-line carecem de ajustes e ampliação com base
em Corpora
Upon the beginning of deaf education in the 16th century, the production of lexicographic and pedagogical materials to record sign languages also started in some specialized schools. Within this context, this study aims to discover and list Portuguese and Brazilian lexicographic and pedagogical materials for the education of the deaf and reflect on their didactic-pedagogical planning from the 18th century onwards. In this context, a bibliographic and documentary qualitative research (GIL, 2002) was carried out, based on reference works produced in different historical periods and different countries, in particular Portugal and Brazil. Based on the research, we show that a considerable amount of lexicographic material produced in print, CD-ROM, DVD, and, currently, online formats are available. These materials maintain an iconographic tradition, regardless of their format. It can be seen through the study that there have been improvements in terms of the representation of sign languages with regard to the representation of movements in the images, but the materials that are produced online require adjustments and enlargements based on Corpora.
Upon the beginning of deaf education in the 16th century, the production of lexicographic and pedagogical materials to record sign languages also started in some specialized schools. Within this context, this study aims to discover and list Portuguese and Brazilian lexicographic and pedagogical materials for the education of the deaf and reflect on their didactic-pedagogical planning from the 18th century onwards. In this context, a bibliographic and documentary qualitative research (GIL, 2002) was carried out, based on reference works produced in different historical periods and different countries, in particular Portugal and Brazil. Based on the research, we show that a considerable amount of lexicographic material produced in print, CD-ROM, DVD, and, currently, online formats are available. These materials maintain an iconographic tradition, regardless of their format. It can be seen through the study that there have been improvements in terms of the representation of sign languages with regard to the representation of movements in the images, but the materials that are produced online require adjustments and enlargements based on Corpora.
Description
Keywords
Educação dos surdos Língua brasileirade sinais Língua gestual portuguesa Deaf education Brazilian sign language Portuguese sign language