Título:	“Tenho pais surdos, e agora”? : trajetórias de ouvintes filhos de surdos
Autor(es):	Monteiro, Rosa Maria Godinho
E-mail do autor:	rosamonteiro.rosamonteiro@gmailcom
Orientador(es):	Lacerda, Cristina Broglia Feitosa de
Assunto:	Ouvintes - filhos de surdos Codas Pedologia Vigotsky, Lev Semenovich, 1896-1934 - crítica e interpretação Experiências vivenciais
Data de publicação:	21-Ago-2020
Data de defesa:	15-Mai-2020
Referência:	MONTEIRO, Rosa Maria Godinho. “Tenho pais surdos, e agora”?: trajetórias de ouvintes filhos de surdos. 2020. xiii, 260 f., il. Tese (Doutorado em Processos de Desenvolvimento Humano e Saúde)—Universidade de Brasília, Brasília, 2020.
Abstract:	The present study, based on the historical-cultural perspective, has as its basic premise that the constitution of the human being occurs in and through social relations. By addressing how hearing children with deaf parents (Coda) signify their experiences, the main objective of the research is to investigate, from the experiences of these subjects, the production of senses and meanings that emerge from their bilingual-bimodal and bicultural trajectories. In an offshoot, we intend to: a) discuss the bilingual bicultural experiences of the Coda; b) understand the family challenges (care, attention, education, etc.) that emerge from the linguistic peculiarity of deaf parents from the narratives of their children and, c) contribute to the discussion in the field of Developmental Psychology about experience, bilingual-bimodal development, biculturalism and family dynamics of hearing children with dead parents. To this end, an investigative work was carried out in 2017 in the Federal District (Brazil) with 07 adult Coda. Through individual weekly meetings lasting approximately 1h30 during the 01 year period, semi-structured interviews were carried out which unfolded in narratives about the experiences of what it means to be Coda. The modes of construction of the data were organized in two phases: a) Phase 1 (investigative awareness): presentation of the researcher and research objectives and, b) Phase 2 (characterization of participants from their narratives): carrying out narrative meetings video recordings. For data analysis, records were made in a field journal and in video recordings, which were fully transcribed after completion. Based on Vigotski's pedological studies, the data were organized into seven scenes, one for each participant, representing the units of analysis of the subjects' experience, named with the following titles: Scene 1: “In the Pedagogy course, at age 34, I recognized the sign language in me. I will not go out anymore! I belong to that!”; scene 2: “Being a Coda is a blessing!”; scene 3: “Is it about being Coda? Wow, at last we will be heard, my turn has come! ”; scene 4: “I’ve never thought about what it is to be HCDP”; scene 5: “I didn't like to play. But I’ve made one thing clear to myself: it is my obligation as a son. Patience!"; scene 6: “Coda? I was surprised to receive an invitation to talk about it, I didn't know what Coda was ”and, scene 7:“I was very upset when I realized that my dad didn't need me to work things out”. In general, we highlight the main results: a) the meanings of what it is to be Coda are circumscribed in the environment (in the pedological sense) that each subject experienced and differ from each other for this reason; b) the experiences about what constitutes being Coda are closely related to the family dynamics; c) even with a common biological trait (inherited native sign language), hearing children with deaf parents do not denote the same experiences about their trajectories; d) the age range articulated with the experiences of the environment has a central role to understand the constitution of the personality of Codas and, e) the experience of being an interpreter of the parents presents negative and positive experiences evidenced through contradictory dynamics, guaranteeing a non-permanent character in respect to the constitution of what it is to be Coda, culminated in the perspective that understands development as heterogeneous, changeable, non-linear and strained in the dramatic concreteness of social roles.
Unidade Acadêmica:	Instituto de Psicologia (IP) Departamento de Psicologia Escolar e do Desenvolvimento (IP PED)
Informações adicionais:	Tese (doutorado)—Universidade de Brasília, Instituto de Psicologia, Programa de Pós-graduação em Processos de Desenvolvimento Humano e Saúde, 2020.
Programa de pós-graduação:	Programa de Pós-Graduação em Processos de Desenvolvimento Humano e Saúde
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.
Agência financiadora:	Secretaria de Estado de Educação do Distrito Federal (SEEDF).
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

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