ETHNOGRAPHICRESEARCH IN,A,DEAFBRAZILIAN, … · PRESENTATION TO BELGIUM SILVIA ANDREIS WITKOSKI.ppt...
Transcript of ETHNOGRAPHICRESEARCH IN,A,DEAFBRAZILIAN, … · PRESENTATION TO BELGIUM SILVIA ANDREIS WITKOSKI.ppt...
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ETHNOGRAPHIC RESEARCH
IN A DEAF BRAZILIAN
SCHOOL KNOWN AS
BILINGUAL: WHAT SHOWS?
PhD Sílvia Andreis-‐Witkoski
Guiding: PhD Tânia Baibich
Sílvia Andreis Witkoski -‐ 2014
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ON THE RESEARCHER: • MAIN PUBLISHED BOOKS:
Post-‐PhD Sílvia Andreis Witkoski
Professor of the discipline of Brazilian Sign Language (Libras)
Federal Technological University of Paraná (UFPR)
City: Curitiba Country: Brasil
E-mail:
Facebook: Sílvia Andreis Witkoski
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ABOUT SEARCH:
• The conclusions presented come from an ethnographic research, performed during a doctoral research in a federal insPtuPon of higher educaPon in Brazil, which was defended in 2011.
• The main objec9ve of the study linked to socio-‐anthropological perspecPve of deafness was idenPfied in pedagogical prac9ce, evidences to jusPfy the finding that the deaf in their majority are taken to the funcPonal illiterate condiPon aWer years on the school benches.
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The universe studied in this deaf school:
• The research context chosen was a Brazilian school for the deaf, which idenPfies itself as an insPtuPon with a bilingual educaPonal philosophy.
• fourteen (14) deaf students in seventh series, in addiPon to the teachers that ministered Libras and Portuguese Language.
• The fieldwork was done through the observaPon of disciplines classes Libras e Portuguese Language during the school year of 2010.
h[p://caieteotonio.blogspot.com.br/p/sala-‐4-‐libras.html
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In Portuguese Language classes as in Libras what prevailed was:
• Oralist educaPon
• Bimodal communicaPon
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In Portuguese Language classes: absence of the deaf subject:
• A school for the deaf what prevails is the listener culture.
• The spoken language is presented as the only means of communicaPon.
• The Sign Language is not considered a form of communicaPon.
TranslaPon of the text of the Portuguese Language into English:
b) Now, identify the contact details: transmitter- ________________ receiver- ____________ message- __________________ code - ______________
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Lighted alerts: http://www.feneis.org.br/page/produtos.asp
http://produto.mercadolivre.com.br/MLB-621467218-baba-eletronica-cmera-sem-fio-24g-com-viso-noturna-lcd-_JM
Closed caption http://pt.wikipedia.org/wiki/Closed_Caption
h[p://msWxteam.com/2014/09/22/staying-‐connected-‐with-‐skype/
Examples of technology for deaf that could be studied in Portuguese Language lesson:
h[p://prodeaf.net/OQueE
Vibrating Alarm Clock with Baby monitor:
Application translator for Pounds
h[p://produto.mercadolivre.com.br/MLB-‐612104147-‐relogio-‐despertador-‐vibratorio-‐e-‐sonoro-‐de-‐pulso-‐_JM
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In Portuguese Language classes: another example of culture hegemony listener.
• At no Pme was menPoned that deaf football uses raised flag to signal the bids.
h[ps://www.youtube.com/watch?v=2C89ILpmWVI
USED IMAGE IN PORTUGUESE CLASS:
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Contents of classes suitable for young children: deaf student infanQlizaQon.
TranslaPon of the text of the Portuguese language into English: EXERCISES: 1-‐ Copy the sentences and highlight the predicate. See the model: The ki[en drank all the milk. The ki[en did what? PredicaPve drank all the milk. a) Alberto took a strawberry ice cream. b) Carolina prepared a delicious snack. c) My will took care of the garden.
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For deaf adolescents teacher should use materials that match the age of the students. Example:
Protest at Gallaudet University, 1988
Journal of the deaf texts on The history of deaf people
Movement deaf for recogniPon the Brazilian Sign Language and the bilingual school
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What prevailed in the classroom, in the discipline of learning Portuguese was the emphasis on mechanical copying of content.
• Text translaPon into English: Structuring blocks SUBJECT Read and observe: PRAYER The clown gave somersaults. Who gave somersaults? → clown ↓
subject
• In the classroom student only copies and responds by model.
• There is no comparison between the Portuguese Language and Libras.
• It is not made use of bilingual material.
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In class Portuguese Language should be prioriQzed materials produced by deaf authors as:
h[ps://www.facebook.com/ada.arcadosanimais COMICS DEAF LITERATURE DEAF POETRY DEAF
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LITERACY OF STUDENTS DEAF NEED:
• Two languages: LIBRAS and Portuguese
• Libras -‐ L1 → Portuguese -‐ L2 • Reflexive posiPon: between languages • The use of metaphors: conceptual visual comparisons
• Use materials visuals: Photography, movies, adverPsing images, the visual expressiveness of own deaf student, …
Paul Scearce, the Deaf / De'VIA ar9st
Tree of Eyeth
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In Libras, the teacher reduced their use of sign language to a mere translaQon of Portuguese lexical items.
• TranslaPon of the quesPon above, from Portuguese Language to English: 3-‐ Find the antonym of the words: -‐ Kick off:______________ -‐ Full:_________________ -‐ Fat: _________________ (empty, thin, soW, end) -‐ Hard: _______________
EXAMPLE: QUESTION PRESENTED IN LIBRAS TEST
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Another example of the quesQon presented in Libras test:
• TranslaPon of the quesPon of Portuguese Language for LIBRAS. 5) List 1 with 2 column: (1) Responsibility ( ) Arrive on Pme (2) Timeliness ( ) Pay a[enPon at work (3) A[endance ( ) Do the right job (4) Warning ( ) Working every day
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In Libras classes students should study:
• The Sign Language grammar • Read in Sign Language: poetry deaf, literature deaf, newspaper deaf, ...
• Produce texts in sign language: filmed and evaluated by the teacher and classmates.
• Tests should be in sign language. Important: • Deaf teacher is a model needs to show that is proud to be deaf and sign language.
Thomas Edison
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Conclusion of the research:
• Do not just take the bilingual school name of deaf, need to have a bilingual pracPce.
• We need the radical transformaPon of regular teaching pracPces and qualified teachers, aware of the deaf students’ learning process in order to organize a curriculum from the visuo-‐spaPal perspecPve, that meets the deaf culture, deconstrucPng the point of view in which the deaf are regarded as incapable of learning.
LOU FERRIGNO
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My opinion:
• We deaf have the same right to quality educaPon than the listeners.
• We are not deficient, defecPve. We are deaf !
• Deaf teacher needs to show that shame is to have prejudice and we can not accept discriminaPon.
• We need to teach the deaf to love yourself!
"GreePngs from the planet, Eyeth. We come in peace."
Paul Scearce, the Deaf / De'VIA ar9st