scholarly journals Os sinais de nome atribuídos no contexto acadêmico: uma abordagem Antroponomástica

2020 ◽  
Vol 1 (2) ◽  
pp. 67-82
Author(s):  
Gabriele Cristine Rech ◽  
Fabíola Sucupira Sell
Keyword(s):  
Sign Language ◽  
Oral Language ◽  
Deaf Education ◽  
Social Aspect ◽  
Sign Languages ◽  
Ongoing Research ◽  
Academic Context ◽  
Visual Characteristics ◽  
Brazilian Sign Language ◽  
The Individual

Este trabalho faz parte do projeto de pesquisa em andamento denominado “Estudos Onomásticos da Língua Brasileira de Sinais”, e tem por objetivo analisar a atribuição de um sinal de nome para alguns autores/pesquisadores, cujos sinais de nome foram pesquisados no Manuário Acadêmico e Escolar elaborado pelo Instituto Nacional de Educação de Surdos. Tal pesquisa se insere nos estudos onomásticos das línguas de sinais, uma vez que em muitas comunidades de línguas de sinais, é comum a atribuição de um sinal para que o indivíduo possa ser reconhecido como integrante daquele grupo. Estes signos, que denominamos “sinais de nome”, utilizam-se de características visuais, e são sempre motivados. Salienta-se que sinais de nome também são atribuídos para pessoas que não fazem parte da comunidade surda, mas que precisam ser referenciados constantemente, como é o caso de pesquisadores, autores, filósofos etc., relacionados ao ambiente acadêmico. Para tal análise, utilizamos a taxonomia proposta por Barros (2018), a qual identificou quatro principais taxes para classificar um sinal de nome: Empréstimo da Língua oral, Aspecto físico, Aspecto Comportamental e Aspecto Social. Como resultados preliminares podemos observar que a maioria das atribuições de sinais se relacionam a características físicas dos nomeados e pouco se relacionam com suas atuações profissionais.The name signs attributed in the academic context: an Anthroponomical approachAbstract This work is part of the ongoing research project called “Brazilian Sign Language Onomastic Studies”, and its purpose is to analyze the assignment of a name sign to some authors/researchers, whose name signs were searched in the Manuário Acadêmico e Escolar prepared by the National Institute of Deaf Education. Such research is part of the onomastic studies of sign languages, since in many sign language communities, it is common to assign a sign so that the individual can be recognized as part of that group. This sign, called “name signs”, uses visual characteristics and is always motivated. It is noted that name signs are also assigned to people who are not part of the deaf community, but who need to be constantly referenced, such as researchers, authors, philosophers, etc., related to the academic environment. For such analysis, we will use the taxonomy proposed by Barros (2018), which identified four main taxes to classify a name sign: Oral language loan, Physical appearance, Behavioral aspect and Social aspect. As preliminary results, we can observe that most of the signal assignments are related to physical characteristics of the nominees and little to their professional performance.Keywords: Sign language; Anthroponomastics; Name signs.

scholarly journals Evaluating the Teaching-Learning Process of Brazilian Sign Language as a Second Language in Higher Education

2018 ◽  
Vol 3 (2) ◽  
pp. 99
Author(s):  
Roberto Cesar Reis da Costa
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Sign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
Evaluation Tool ◽  
Sign Languages ◽  
Brazilian Sign Language ◽  
Teaching Learning

The focus of this paper is to propose an evaluation tool to assess the teaching-learning process of Brazilian Sign Language (Libras) to hearing students in Higher Education. The current Brazilian laws dealing with the accessibility of the deaf and the teaching of Libras will be concisely posited and argued, and after that an overview on linguistic aspects of Libras will be highlighted prior to discussing the teaching of this language as a Second Language (L2). Also, it will be discussed briefly the relevance of using strategies to Libras teaching as L2 and then the proposal to evaluate teaching and learning processes of the language at stake will be finally described. As a conclusion, developing tools as well as presenting proposals for the teaching of sign languages might be ways to highlight and discuss pedagogical issues about the teaching of the sign languages. The paper outcomes are useful for scholars and learners who are researching and implementing tools for Libras teaching as L2.

scholarly journals Non-Manual Expression – Sign Language as L2

2018 ◽  
Vol 6 (10) ◽  
pp. 101-111
Author(s):  
Cayley Guimarães ◽  
Rita Cassia Maestri
Keyword(s):  
Sign Language ◽  
Oral Language ◽  
Teaching And Learning ◽  
Pedagogical Strategy ◽  
Visual Spatial ◽  
Linguistic System ◽  
Brazilian Sign Language ◽  
Meaning Attribution ◽  
Symbolic Processes ◽  
Communication Culture

Sign Language is fundamental for Deaf communication, culture and citizenship. The Brazilian Sign Language (Libras) is a complet linguistic system, of visual-spatial modality, with specificities that present a challenge for teaching and learning as L2. Non-Manual Expression is on atributte of the language for meaning attribution. Meaning attribution occurs from visual symbolic processes where non-manual expressions acquire a central role, and differs from those used in the oral language. This requires adequate educational practices and pedagogical material for the acquisition of Libras as L2. This research proposes a learning object and a methodology for teaching and learning of Libras in the form of a game that focus on non-manual expressions. The proposed methodology comprises the context, the theme of the communication situation, the utterance of the sign in Libras, along with learning fixation activities. Validation shows the importance of valuing the grammar of Libras as a pedagogical strategy that is adequate to teaching and learning non-manual expression in Libras.

Tradutor e Intérprete da Língua Brasileira de Sinais: Caracterização do Perfil Solicitado em Processos Seletivos no Estado de São Paulo

2018 ◽  
Vol 18 (4) ◽  
pp. 445 ◽  
Author(s):  
Cássia Sígolo ◽  
Kate Mamhy Oliveira Kumada
Keyword(s):  
Sign Language ◽  
Deaf Education ◽  
Sao Paulo ◽  
São Paulo ◽  
Deaf Students ◽  
The Public ◽  
The Social ◽  
Job Openings ◽  
Brazilian Sign Language ◽  
Teaching Learning

Conforme prevê o Decreto nº 5.626/2005, o profissional Tradutor e Intérprete de Língua de Sinais (TILS) (Libras/Português) deve ter o conhecimento e a proficiência em situações em que seja necessária a tradução envolvendo a Língua Brasileira de Sinais (Libras) e a Língua Portuguesa, apresentando as habilidades e as competências necessárias aos processos de tradução entre as duas línguas, considerando as especificidades linguísticas e culturais do surdo. Partindo desse pressuposto, o objetivo geral deste estudo foi analisar a formação e requisitos solicitados em concursos públicos para o cargo de TILS no Estado de São Paulo na última década, fazendo um paralelo entre as legislações que subsidiam o aluno com surdez, sobretudo aquelas que regulamentam a profissão de TILS. Pôde-se observar que a procura pelo TILS no mercado de trabalho se amplia a cada dia, em consequência do acesso dos surdos a diversos espaços do meio social, sobretudo, nos contextos escolares e acadêmicos. Sobre a formação e atribuições solicitadas para a vaga de TILS predominou na maioria dos editais a exigência pela certificação feita pelo PROLIBRAS (somada ou não à formação em nível superior), em consonância com as exigências legais. Cabe destacar, ainda, que grande parte dos editais não solicitou conhecimentos mínimos sobre técnicas de interpretação, o que pode prejudicar o processo de ensino-aprendizagem dos alunos surdos que perpassa pela mediação do TILS no espaço educacional. Desse modo, foi evidenciada ausência de diretrizes nas atribuições e na formação solicitadas para a atuação do TILS, o que compromete diretamente a qualidade e êxito da educação dos surdos.Palavras-chave: Língua Brasileira de Sinais. Educação de Surdos. Formação. Tradutor e Intérprete.AbstractAs provided in Decree 5.626/2005, the professional Sign Language Translator and Interpreter (TILS) (Libras - Brazilian Sign Language /Portuguese) should have the knowledge and proficiency in situations where the translation is necessary involving Brazilian Sign Language (Libras) and Portuguese, presenting the necessary skills and abilities for the translation process between the two languages, considering the linguistic and cultural specificities of the deaf. Based on this assumption, the aim of this study was to analyze the formation and requirements requested in public exams for the position of TILS in the state of São Paulo in the last decade, making a parallel between the laws that support the student with hearing loss, especially those regulating the profession of TILS. It was observed that the demand for TILS in the job market expands every day as a result of the access of the deaf people to various areas of the social environment, especially in school and academic contexts. On the formation and functions required for TILS job openings, prevailed in most of the public notices the requirement for certification by PROLIBRAS (added or not to higher education degree), in accordance with legal requirements. It is also worth observing that much of the notices did not request minimum knowledge of interpretation techniques, which could affect the teaching- learning process of deaf students going through the mediation of TILS in the educational space. Thus, it was evidenced the absence of guidelines on assignments and required degrees for the TILS performance, which directly affects the quality and success of deaf education.Keywords: Brazilian Sign Language. Deaf Education. Graduation. Translator and Interpreter.

scholarly journals O ensino da língua brasileira de sinais na modalidade a distância e a formação docente

2021 ◽  
Vol 3 (4) ◽  
pp. 2434-2451
Author(s):  
Edilene Mizael De Carvalho Perboni ◽  
Adriana De Cássia Santana Silva ◽  
Ana Carolina Sandry Francisco Dos Reis ◽  
Luana Karina Siqueira ◽  
Solange Aparecida Sebastião
Keyword(s):  
Sign Language ◽  
Teaching And Learning ◽  
Deaf Education ◽  
Minas Gerais ◽  
Initial Training ◽  
Electronic Library ◽  
Institutional Repositories ◽  
Methodological Procedures ◽  
Brazilian Sign Language ◽  
Practical Implications

RESUMO Este estudo investiga o ensino da língua brasileira de sinais na modalidade a distância em um curso de formação de professores. Tem como objetivo compreender as implicações conceituais, metodológicas e práticas na formação inicial de pedagogos. Divide-se em três seções pelas quais foi possível desenvolver objetivos específicos e educação de surdos nos contextos históricos mundial, de Brasil e Minas Gerais; conhecer, na visão dos gestores, quais as implicações pedagógicas e institucionais interferem na implantação desse processo, a partir do que foi possível destacar quais limites se apresentam para o processo de ensino e aprendizagem da língua brasileira de sinais a distância na formação docente. Os procedimentos metodológicos utilizados se basearam em fundamentos da pesquisa qualitativa; os estudos teóricos se fundamentaram em autores que debatem a educação de surdos, o ensino da língua de sinais e a educação a distância, cujos referenciais teóricos e legais foram coletados em repositórios institucionais de teses e pesquisas, sites institucionais da área da educação e de legislações referentes aos temas investigados, bem como no Scientific Eletronic Library Online (SciELO) e em periódicos científicos educacionais atuais.   ABSTRACT This study investigates the teaching of Brazilian Sign Language at a distance in a teacher education course. It aims to understand the conceptual, methodological and practical implications in the initial training of educators. It is divided into three sections through which it was possible to develop specific objectives and deaf education in the historical contexts of the world, Brazil and Minas Gerais; to know, in the view of managers, what pedagogical and institutional implications interfere with the implementation of this process, from which it was possible to highlight what limits are presented for the process of teaching and learning Brazilian sign language at a distance in teacher training. The methodological procedures used were based on qualitative research foundations; the theoretical studies were based on authors who discuss deaf education, sign language teaching and distance education, whose theoretical and legal references were collected in institutional repositories of theses and research, institutional websites in the field of education and legislation on the topics investigated, as well as in the Scientific Electronic Library Online (SciELO) and in current educational scientific journals.  

scholarly journals Early Development of Chinese Sign Language in Shanghai Schools for the Deaf

2021 ◽  
Vol 12 ◽  
Author(s):  
Hao Lin
Keyword(s):  
Sign Language ◽  
Early Development ◽  
Deaf Education ◽  
Vital Role ◽  
Key Factors ◽  
Deaf Students ◽  
Sign Languages ◽  
Schools For The Deaf ◽  
Deaf Teachers ◽  
Deaf School

The Shanghai variant of Chinese Sign Language (SCSL) is one of the main variants of Chinese sign languages, greatly influencing other sign languages, such as Hong Kong Sign Language and Singapore Sign Language. This paper is a first attempt to trace its origins and early history and deaf education in Shanghai until 1949. The data are collected in two ways: first, by delving into the archives, i.e., written records of deaf history and education in China during that time; second, by interviewing surviving deaf students who went to school before or around 1949. Our findings are as follows: (a) SCSL began in the 1920s and emerged as a distinct sign language in the 1940s. Two deaf schools were the power shaping its progress among several deaf schools established in Shanghai: Fryer deaf school and Group learning deaf school. The sign variants of these two schools form the backbone of SCSL. (b) Deaf teachers are one of the key factors that affect the early development of a sign language. Chinese deaf played a vital role in the rise and spread of SCSL in the 1930s and 1940s, as some deaf teachers opened deaf schools in Shanghai and other cities, even other countries or areas, thus helping SCSL to spread. (c) Arising in an international and multilingual environment, SCSL is characterized by traces of foreign sign languages, especially ASL, due to language contacts linked to deaf education at that time, e.g., some proper names, like XUJIAHUI, SHANGHAI-1 and some high-frequency words like water. (d) However, foreign sign languages' direct influence is negligible due to the lack of participation of deaf foreigners in deaf education in Shanghai and oralism advocated by foreign educators in relevant deaf schools. To sum up, deaf teachers for deaf schools are key to the early development and spread of SCSL.

Assessment of the Treatment of Grammatical Aspects of Machine Translators to Libras

2018 ◽  
Author(s):  
Luana Silva Reis ◽  
Tiago Maritan U. De Araújo ◽  
Yuska Paola Costa Aguiar ◽  
Manuella Aschoff C.B. Lima ◽  
Angelina S. da Silva Sales
Keyword(s):  
Sign Language ◽  
Machine Translation ◽  
Machine Tools ◽  
Brazilian Portuguese ◽  
Deaf People ◽  
Access To Information ◽  
Sign Languages ◽  
Barriers To Access ◽  
Brazilian Sign Language ◽  
Significant Weakness

Currently, a set of technologies has been developed with the aim of reducing barriers to access to information for deaf people, such as machine tools for sign languages. However, these technologies have some limitations related to the difficult of handling some specific grammatical aspects of the sign languages, which can make the translations less fluent, and influence the deaf users experience. To address this problem, this study analyzes the machine translation of contents from Brazilian Portuguese (Pt-br) into Brazilian Sign Language (Libras) performed by three machine translators: ProDeaf, HandTalk and VLibras. More specifically, we performed an experiment with some Brazilian human interpreters that evaluate the treatment of some specific grammatical aspects in these three applications. As a result, we observed a significant weakness in the evaluation regarding the adequacy treatment of homonymous words, denial adverbs and directional verbs in the translations performed by the applications, which indicates the need for these tools to improve in the treatment of these grammatical aspects.

Insights into person deixis

2002 ◽  
Vol 5 (2) ◽  
pp. 203-227 ◽  
Author(s):  
Norine Berenz
Keyword(s):  
Detailed Analysis ◽  
Sign Language ◽  
Personal Pronoun ◽  
Personal Pronouns ◽  
Second Person ◽  
Sign Languages ◽  
Naturally Occurring ◽  
Pronominal Reference ◽  
Brazilian Sign Language

Widely accepted analyses of personal pronouns in sign languages present systems that differ in a crucial way from pronominal systems in oral languages and violate linguistic universals proposed by Benveniste, Bühler, Lyons, and others. These analyses argue that the two necessary conversational roles — sender and recipient — are not grammaticized in first and second person pronouns, respectively. This paper presents findings of a detailed analysis of pronominal reference in video-recorded, naturally occurring Brazilian Sign Language conversations which show consistent pairings of form and meaning. On this basis, I argue that the LSB personal pronoun system encodes the two necessary conversational roles. A re-examination of several ASL examples provides additional evidence. I conclude that, in LSB and ASL personal pronouns, space is only epiphenomenal, an idea first articulated by Padden (1990:118).

scholarly journals Brazilian Sign Language corpus: Acre Libras Inventory / Corpus da Língua Brasileira de Sinais: inventário de Libras do Acre

2021 ◽  
Vol 29 (2) ◽  
pp. 805
Author(s):  
Ronice Müller de Quadros ◽  
Alexandre Melo de Sousa
Keyword(s):  
Sign Language ◽  
The State ◽  
Sign Languages ◽  
Brazilian Sign Language ◽  
Language Corpus

Abstract: This paper draws on the theoretical methodological proposal of a Brazilian Sign Language (Libras) corpus to be developed under the scope of the Brazilian Sign Language (Libras) Inventory in the region of Rio Branco municipality, in the State of Acre project. First, we address some issues regarding corpus definitions and characteristics, some aspects of Libras, and documentation of sign languages. Second, we address the methodology used in gathering, transcription and analysis of data from Brazilian Sign Language Inventory focusing on the Region of Rio Branco – Acre, shedding light on the contributions of the gathered data to identification, recognition, valuing, and documentation of the Brazilian Sign Language in use in the State of Acre.Keywords: Inventory; Brazilian Sign Language (Libras); Rio Branco; Acre.Resumo: Este artigo se baseia na proposta teórico-metodológica de um corpus de Língua Brasileira de Sinais (Libras) a ser desenvolvido no âmbito do projeto Inventário de Língua Brasileira de Sinais na Região do município de Rio Branco, no estado do Acre. Em primeiro lugar, abordamos algumas questões relativas às definições e às características do corpus, alguns aspectos da Libras e documentação das línguas de sinais. Em segundo lugar, abordamos a metodologia utilizada na coleta, transcrição e análise de dados do Inventário Brasileiro de Língua de Sinais com foco na Região de Rio Branco – Acre, destacando as contribuições dos dados coletados para identificação, reconhecimento, valorização e documentação da Língua Brasileira de Sinais em uso no Estado do Acre.Palavras-chave: Inventário; Língua Brasileira de Sinais (Libras); Rio Branco; Acre.

scholarly journals NEGOCIANDO SIGNIFICADOS CON NIÑOS SORDOS. ¿INCLUIR ES LO MEJOR?

2016 ◽  
Vol 3 (1) ◽  
pp. 285
Author(s):  
Omar Barbosa Azevedo
Keyword(s):  
Sign Language ◽  
Deaf Education ◽  
Deaf Children ◽  
Interactional Sociolinguistics ◽  
Deaf Students ◽  
Brazilian Sign Language ◽  
Deaf Teachers ◽  
Bilingual School ◽  
Constituent Elements ◽  
Medios De Comunicacion

Abstract:NEGOTIATING MEANINGS WITH DEAF CHILDREN. INCLUDE IS BEST?In this scientific communication I present the research that result in my doctoral thesis about the meanings negotiation (Bruner, 2009) of teachers and deaf children. From cultural translation, I understood meanings negotiation in five different scenes of filmed classes in a program of early stimulation program which adopted the use of Brazilian Sign Language (Libras). I have adopted etnoresearch as the theoretical and methodological framework of qualitative research and procedures of interactional sociolinguistics for the interpretation of the dialogues. Two deaf teachers participated along with three hearing teachers and thirteen deaf children. The students were aged between five and seven years old. I have described participants’ speech in turns which contain the registration of the constituent elements (Libras’ signs, gestures, body movements, facial expressions, etc.) and its translation into Portuguese/Spanish. With the results I discuss problems such as the linguistic exclusion of deaf students included in regular schools in Brazil and the struggle for the Bilingual School in the Brazilian Deaf Community.Keywords: 1. Deaf – Education. 2. Interpreters for the deaf. 3. Brazilian Sign Language. 4. Deaf – Means of communication.Resumen:En esta comunicación científica presento la investigación que da lugar a mi tesis doctoral sobre la negociación de significados (Bruner, 2009) de profesoras y niños sordos. Desde la traducción cultural, comprendi la negociación de significados en cinco diferentes escenas de clases filmadas de un programa de estimulación temprana que adoptaba el uso de la Lengua Brasileña de Signos (Libras). Adopté la etnopesquisa como marco teórico y metodológico de la investigación cualitativa y los procedimientos de la sociolingüística para la interpretación de diálogos. Participaron dos profesoras sordas, tres profesores oyentes y trece niños sordos. Los estudiantes tenían entre cinco y siete años de edad. Describí el habla de los participantes en turnos que contienen la anotación de los elementos constitutivos de los enunciados (signos de la Libras, gestos, movimientos corporales, expresiones faciales, etc.) y su traducción al portugués/ castellano. Con los resultados, discuto problemas como la exclusión lingüística de alumnos sordos incluidos en escuelas regulares en Brasil y la lucha de la Comunidad Sorda brasileña por las Escuelas Bilingües para Sordos.Palabras clave: 1. Sordos – Educación. 2. Intérpretes para sordos. 3. Lengua Brasileña de Signos. 4. Sordos – Medios de comunicación.

scholarly journals Visual sonority in Brazilian Sign Language literature

2017 ◽  
Vol 17 (2) ◽  
pp. 277-305
Author(s):  
Marilyn Mafra Klamt
Keyword(s):  
Sign Language ◽  
Whole Body ◽  
Visual Salience ◽  
Trunk Movement ◽  
Sign Languages ◽  
Performance Space ◽  
Ping Pong ◽  
Brazilian Sign Language ◽  
Language Literature ◽  
Ping Pong Ball

ABSTRACT The idea of sonority in sign languages was treated by Perlmutter (1992) as perceptibility, a property of a segment that uses movement rather than one in which the hands stay in the same position. Sandler (1993) states that the visual salience of movement in sign languages plays a role similar to sonority in spoken languages. For Brentari (1998), perceptually, a sign is visible from considerable distances, and measurement of its visual sonority is based on the joints involved in its production. This work focuses on visual sonority in literature in Brazilian Sign Language and considers the relevance of manual and non-manual elements, rhythm, symmetry, the scale of signs, and the effect of video on this concept. Two signed stories “The King’s Parrot” and “Little Ping Pong Ball” were analysed, highlighting specific signs in which the use of joints, non-manual features, and other resources are influenced by the size of the performance space and the distance of the audience from the signing. Three types of ‘sonority’ were observed: in the movement of the whole body on the stage, in the size of arms and trunk movement, and in the hands. In addition to the joints, non-manual features, rhythm and symmetry play an important role in visual sonority and influence the viewer’s experience.

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