A mediação em atividades de produções textuais de alunos surdos, usuários da libras, em uma escola inclusiva

Abstract

Libras is recognized as the language that the Brazilian deaf community has to interact, but it does not replace the written modality of the Portuguese language. This dissertation, inserted in the field of Applied Linguistics, aimed to investigate, in the process of written text production of deaf students, users of Libras as L1, the mediation performed by the teacher and the interpreter of Libras, considering the context of an inclusive school. This research is qualitative, case study and ethnographic in nature, because it sought to interpret the actions developed in this environment, considering the use of two languages with different modalities. Data were generated through observations of five days of classes recorded in a field diary and questionnaires answered by the teacher and the Libras interpreter. Among the aspects discussed in the theoretical foundation and considered for the analyses are inclusion and deafness, with emphasis on the works of Mantoan (2011), Lodi (2018); mediation in the Vygotskyan sociocultural perspective, according to Vygotsky (2011, 2017), Lantolf (2011), Figueiredo (2019); aspects of mediation from the experiences of mediated activities, based on Feuerstein and Feuerstein (1991), Meier (2004); mediators of deaf students' textual production and the conception of the process involved in drafting the text based on Marques (2009), Pereira (2008), Lacerda (2007), and others. Among the findings to be highlighted, it is pointed out that the mediation during the written textual production happens among the deaf signer students, between the teacher and the students, with the help of the Libras interpreter, through private speech, peer mediation (VYGOTSKY, 2011; PAIVA, 2019) and scaffolding (PAIVA, 2019). It was verified that mediations were made possible through sign language, mainly through translation (FERREIRA 2011, PEREIRA; VARGAS, 2020). It is also noted that although the teacher intends to enrich the vocabulary of the Portuguese language through rewriting and demonstrates awareness of the importance of Libras, she privileges aspects of the Portuguese language over the sign language in written productions.