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Ensino de conexões interfrásicas a alunos surdos do 10º ano de escolaridade
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Resumo(s)
O presente relatório de prática de ensino supervisionada incide sobre o
ensino de português como segunda língua a uma turma de alunos surdos do 10.º
ano de escolaridade. A sequência didática desenvolvida neste âmbito tratou
conexões interfrásicas, em particular as expressas por diferentes valores inerentes
à conjunção coordenativa copulativa “e”.
A intervenção decorreu em sete aulas de noventa minutos e dividiu-se em
três fases: um pré-teste, uma sequência didática, tendo por base o modelo de
oficina gramatical e as premissas fundamentais da metodologia bilingue defendida
para os alunos surdos, e um pós-teste. A oficina gramatical explorou conexões
interfrásicas protagonizadas pelo “e”, do qual se retiraram sentidos tão diversos
como a adição, o tempo, a inferência, o contraste e a condição. Para facilitar a
apreensão destes valores, introduziu-se uma comparação com as seguintes
estruturas: coordenadas assindéticas (adição), conclusivas (inferência) e
adversativas e subordinadas concessivas (contraste), temporais e condicionais.
Uma vez que os surdos revelam, em geral, dificuldades na escrita, mais
precisamente, nos níveis sintático e semântico, procurou-se uma temática
relacionada com o desenvolvimento destes aspetos. É de notar que se defende, na
legislação nacional e internacional, a educação bilingue para os alunos surdos,
pressupondo um trabalho sobre a segunda língua, a partir da primeira, a língua
gestual portuguesa (LGP).
Não existindo um equivalente lexical para “e” em LGP, realizou-se, num
momento anterior à intervenção letiva, uma descrição das conexões interfrásicas
que, em LGP, envolvem os seus valores. Este estudo preliminar serviu não só para
confirmar a natureza essencialmente prosódica de tais interligações em LGP, mas
também para identificar os recursos manuais de que os surdos dispõem para inferir
os valores de “e” nas estruturas disponíveis em LGP. O corpus de frases recolhido
no estudo para a LGP fundamentou o exercício de comparação linguística,
enriquecendo, assim, a oficina realizada com exemplos reais daquela língua.
Os resultados obtidos revelam que, apesar da ligeira melhoria observada
em todos os alunos, são manifestas as dificuldades ao nível da explicitação dos
valores de “e” e do reconhecimento dos conectores que os podem expressar. A
evolução dos alunos nesta oficina permite reconhecer o interesse de estratégias
bilingues, em que, para ensinar um aspeto gramatical específico do português, se
procura elucidar, antecipadamente, acerca das estruturas a que ele equivale em
LGP.
The following report presents a supervised teaching practice on Portuguese as a second language to deaf tenth graders. In this context, a teaching sequence was developed focusing on sentence connections, particularly those expressed by different values inherent to the copulative conjunction "and". The didactic intervention occurred in seven ninety minutes classes and was divided into three stages: a pre-test, a teaching sequence and a post-test, based on the grammar workshop model and the fundamental premises of bilingual methodology advocated for deaf students. The grammar workshop focused on exploring sentence connections featuring “and”, resulting in a diversity of meanings, such as addition, time, inference, contrast and condition. To make it easier for these values to be understood, it was introduced a comparison with the following structures: coordinated asyndeton (addition), conclusive (inference) and adversative clauses and subordinated concessive (contrast), temporal and conditional clauses. Since deaf people usually experience some difficulty with writing, namely at the syntactic and semantic levels, a subject related to these aspects was selected. It should be noted that bilingual education for deaf students is currently advocated in both national and international laws, assuming work on the second language from the first one, Portuguese Sign Language (LGP). Since there is no lexical equivalent for “and” in LGP, a description of sentence connections involving its values was carried out, in LGP, before the didactic intervention. This preliminary study served not only to confirm the essentially prosodic nature of such interconnections in LGP, but also to identify the manual resources that deaf people have to infer to “and” values within available structures in LGP. The sentence corpus collected for the LGP study substantiated the exercise on linguistic comparisons, thus enriching the workshop with real examples of this language. The results show that despite the slight improvement observed in all students, the difficulties are obvious when it comes to explicit "and" values, as well as to recognize connectors that express them. The evolution the students have shown in this grammar workshop allows to acknowledge the interest of bilingual strategies in which, to teach a specific aspect of Portuguese grammar, it seeks to clarify, in advance, its equivalent structure in LGP.
The following report presents a supervised teaching practice on Portuguese as a second language to deaf tenth graders. In this context, a teaching sequence was developed focusing on sentence connections, particularly those expressed by different values inherent to the copulative conjunction "and". The didactic intervention occurred in seven ninety minutes classes and was divided into three stages: a pre-test, a teaching sequence and a post-test, based on the grammar workshop model and the fundamental premises of bilingual methodology advocated for deaf students. The grammar workshop focused on exploring sentence connections featuring “and”, resulting in a diversity of meanings, such as addition, time, inference, contrast and condition. To make it easier for these values to be understood, it was introduced a comparison with the following structures: coordinated asyndeton (addition), conclusive (inference) and adversative clauses and subordinated concessive (contrast), temporal and conditional clauses. Since deaf people usually experience some difficulty with writing, namely at the syntactic and semantic levels, a subject related to these aspects was selected. It should be noted that bilingual education for deaf students is currently advocated in both national and international laws, assuming work on the second language from the first one, Portuguese Sign Language (LGP). Since there is no lexical equivalent for “and” in LGP, a description of sentence connections involving its values was carried out, in LGP, before the didactic intervention. This preliminary study served not only to confirm the essentially prosodic nature of such interconnections in LGP, but also to identify the manual resources that deaf people have to infer to “and” values within available structures in LGP. The sentence corpus collected for the LGP study substantiated the exercise on linguistic comparisons, thus enriching the workshop with real examples of this language. The results show that despite the slight improvement observed in all students, the difficulties are obvious when it comes to explicit "and" values, as well as to recognize connectors that express them. The evolution the students have shown in this grammar workshop allows to acknowledge the interest of bilingual strategies in which, to teach a specific aspect of Portuguese grammar, it seeks to clarify, in advance, its equivalent structure in LGP.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Português e de Línguas Clássicas no 3º Ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2015
Palavras-chave
Língua portuguesa - Estudo e ensino Língua gestual portuguesa Alunos surdos Relatórios da prática de ensino supervisionada - 2015