| Grant number: | 16/13276-2 |
| Support type: | Scholarships abroad - Research |
| Effective date (Start): | March 01, 2017 |
| Effective date (End): | August 31, 2017 |
| Field of knowledge: | Humanities - Education - Specific topics in Education |
| Principal researcher: | Cristina Broglia Feitosa de Lacerda |
| Grantee: | Cristina Broglia Feitosa de Lacerda |
| Host: | Marta Gràcia Garcia |
| Home Institution: | Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil |
| Research place: | Universitat de Barcelona (UB), Spain |
Abstract The school development of deaf students largely depends on his mastery of Brazilian Sign Language (Libras). However, Libras is not routinely developed in the family environment, and this mastery needs to be achieved mainly in the school environment, in which it is expected that the deaf student finds peers and interact through such language. Therefore, it resembles the development of orality of hearing children, since it is the dialogical practices that the development of language is promoted. However, the school environment has little tradition on working with the development of oral language/sign language, usually focusing on activities with written language as its goal. Regarding the deaf student, little is discussed about practices that encourage the development of Libras at school. The bilingual teacher focuses his work on teaching Portuguese as a second language, working with Libras, but does not always know how to promote the development of such language. The Oral Language Teaching Assessment Scale (OLTAS) created by Marta Gràcia (2015) and her research group, based on the idea of valuing the oral language teaching as part of the school role, and fundamental to the development of students, has achieved excellent results for hearing students. The debate on the relevance of oral practices for the development of the subject as a whole led to the idea of employing this same proposal to deaf students. Libras teaching is even more crucial for deaf children than orality teaching for hearing children, since the acquisition of Libras usually occurs only in the educational space. Thus, our main goal is to perform an adaptation of OLTAS to promote work with sign language in school environments that serve deaf students, aiming its development and improvement in such field. To this end, we intend to study with Marta Gràcia's research group at the University of Barcelona- Spain, to increase our knowledge about the scale, and propose adjustments that meet the characteristics of the sign language and of deaf students' needs. Also in Barcelona, taking advantage of the existence of a school for the deaf, whose language of dialogue/instruction is a sign language, we intend to work with school staff to adapt the material, in order to adapt ourselves to the specifics of bilingual education of deaf. At the end of the research, we hope to have produced a tool to promote the work and the evaluation of dialogues in sign language in bilingual classrooms in the context of Deaf Education. (AU) | |