Título :	Ensino de português L2 a surdos : proposta de roteiro gramatical e sua aplicabilidade
Autor :	Souza, Renata Antunes de
Orientador(es)::	Grannier, Daniele Marcelle
Assunto::	Português do Brasil como Segunda Língua (PBSL) Surdos - aquisição da segunda língua Surdos - escolarização Material didático
Fecha de publicación :	20-may-2019
Data de defesa::	1-oct-2018
Citación :	SOUZA, Renata Antunes de. Ensino de português L2 a surdos: proposta de roteiro gramatical e sua aplicabilidade. 2018. 220 f., il. Tese (Doutorado em Linguística)—Universidade de Brasília, Brasília, 2018.
Abstract:	The final objective of this inquiry is to elaborate a grammar syllabus proposal for teaching Portuguese as a Second Language to the deaf, especially children, which could be used as a basis for the elaboration of pedagogical material for the initial phase of learning. The main justification is that there is a scarce theoretical and methodological basis available to guide teachers towards teaching Portuguese as a Second Language to the deaf, since the existing models are either oriented towards listeners who speak other languages, or, when these models are specific for the deaf, are more geared towards teaching signlanguage rather than Portuguese. This study hopes to contribute with the elaboration of a pedagogical material which will help with the insertion of the deaf in the literate community in his surroundings. This inquiry intends to verify the conceptions of bilingualism and bilingual education, as it intends to understand the concept of ‘português-por-escrito’ as it intends to reflect about the teaching methodologies of second language which could contribute towards the work with the grammar in use and understand the nature of the types of syllabus which are subjacent to a pedagogical material. The initial hypotheses show that there is a lack of distinction between the teaching of Portuguese as a first language from the teaching of Portuguese as second language, which has led to the construction of pedagogical proposals of Portuguese as a second language to the deaf, which privilege the teaching of the first language (signlanguage), going against the expected proposal. In such manner, through interviews, this research seeks to clarify how bilingual education is understood by specific schools for the deaf and to verify if the teacher’s guides used by Portuguese as second language to the deaf teachers, as well as the pedagogical books used for teaching Portuguese as a second language for listeners can offer contributions in order to build didactic materials for the deaf. The interviews took place in a city in the southern region of Brazil, where there are specific schools for the deaf founded a long time ago. The research methodology includes qualitative research principles, using semi-structured interviews and document analysis in order to justify the construction of the proposal as well as its applicability. This includes bibliographical research, grammar analysis, text analysis of documents which address teaching Portuguese as second language. This research is grounded on the following theoretical pillars: Fishman & Lovas (1970), Hornberger (1991) and Grosjean (2010) with regards to bilingual education, the contributions of Grannier (2002, 2007, 2014) to the teaching of Portuguese to the deaf, as well as the considerations of Kranke (1987) and Nunan (1988) concerning the conception of a syllabus and its typology. As for the construction of the proposal, it was grounded on Perini (2002), Grannier-Rodrigues et al. (1984), Grannier (2016), Grannier and Furquim-Freire (2009) and Pontes (1972). The results showed that the specific books for teachers who teach the deaf are built up by important orientations for certain pedagogical activities; however, they lack sufficient contributions to foster the elaboration of learning materials for these students. Furthermore, the results showed that the didactic books of Portuguese as a second language aren’t adequate for teaching Portuguese to the deaf, which makes the proposed grammar syllabus, together with the demonstration of its applicability, an important starting point which will guide us towards the resolution of this question.
metadata.dc.description.unidade:	Instituto de Letras (IL) Departamento de Linguística, Português e Línguas Clássicas (IL LIP)
Descripción :	Tese (doutorado)—Universidade de Brasília, Instituto de Letras, Departamento de Linguística, Português e Línguas Clássicas, Programa de Pós-Graduação em Linguística, 2018.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Linguística
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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