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Abstract(s)
Esta tese apresenta uma proposta de organização curricular do ensino de
português a alunos surdos. Esta proposta tem por base dois conceitos: a pedagogia de
género da “Escola de Sydney” e os níveis comuns de referência do Quadro Europeu
Comum de Referência para as Línguas. A pedagogia de género vê a língua numa
perspetiva comunicativa e funcional, em relação com o contexto sociocultural, tendo
por centro a compreensão e a produção de textos. Os níveis comuns de referência visam
o desenvolvimento de competências comunicativas por parte dos utilizadores de uma
língua, tendo em consideração as diferenças entre objetivos e entre esses mesmos
utilizadores.
É nosso propósito demonstrar que estas considerações são válidas no âmbito do
ensino de uma língua a alunos surdos. Para tal, apresentamos um estudo de caso em que
são visíveis duas conclusões fundamentais: a de que o que está em causa nos modelos
bilingues para o ensino de surdos pode não ser apenas a forma de comunicação, gestual
ou oral verbal, mas sobretudo a metodologia para o ensino da língua escrita considerada
na sua especificidade; e a de que os alunos surdos são heterogéneos e se posicionam de
forma diversa face às suas competências em português escrito
This thesis proposes a syllabus design for teaching Portuguese to deaf students. The proposal is grounded in two crucial concepts: genre-pedagogy from the “Sydney School” and the common reference levels from the Common European Framework of Reference for Languages. Genre-pedagogy takes a communicative and functional approach to language, within a sociocultural context, placing texts at its core. The main purpose of the common reference levels is to enhance speakers’ language competences, while considering their differences, as well as their multiple communicative goals. Our aim is to show that these considerations are also pertinent when teaching a language to deaf students. Thus, we present a case study with two fundamental conclusions: what is at stake within bilingual models for deaf education may not just be the language used to communicate, either sign or speech, but the specificity of the written language and the methods adopted to teach it; and that deaf students are not only diverse in characterization, but also in their competences in written Portuguese.
This thesis proposes a syllabus design for teaching Portuguese to deaf students. The proposal is grounded in two crucial concepts: genre-pedagogy from the “Sydney School” and the common reference levels from the Common European Framework of Reference for Languages. Genre-pedagogy takes a communicative and functional approach to language, within a sociocultural context, placing texts at its core. The main purpose of the common reference levels is to enhance speakers’ language competences, while considering their differences, as well as their multiple communicative goals. Our aim is to show that these considerations are also pertinent when teaching a language to deaf students. Thus, we present a case study with two fundamental conclusions: what is at stake within bilingual models for deaf education may not just be the language used to communicate, either sign or speech, but the specificity of the written language and the methods adopted to teach it; and that deaf students are not only diverse in characterization, but also in their competences in written Portuguese.
Description
Keywords
Alunos surdos Ensino Português escrito Heterogeneidade Organização curricular Pedagogia Género Texto Níveis comuns de referência Deaf students Education Written portuguese Diversity Syllabus design Pedagogy Genre Text Common reference levels