brazilian sign language
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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

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.  


2021 ◽  
Vol 17 (22) ◽  
pp. 47
Author(s):  
Kate Mamhy Oliveira Kumada ◽  
Ivani Rodrigues Silva ◽  
Fernando Henrique Sato ◽  
Karina Vaneska Pereira de Carvalho

From the officialization of Brazilian Sign Language (Libras), the deaf person acquires the right to be recognized as a bilingual individual and to ensure this condition, hearing professionals from different areas start to learn Libras, which is even established as a mandatory subject for graduation in some Brazilian higher education courses. Thus, discussions involving the language teaching process, the production of didactic materials, transculturalism and multimodality are necessary for this political and sociolinguistically complex context. From a qualitative research, the objective of this article was to discuss the multimodality and transculturalism present in a proposal for a didactic material to teach Libras in a course involving hearing professionals in the healthcare area. For this purpose, the constructed material considered as legitimate resources the writing of Portuguese, illustrations and photographs of Libras signs, as well as access to videos with different speakers of that language from the scanning of the QR Code incorporated in the material. It is understood that all these elements need to be addressed in an integrated way in the learning of Libras by hearing people, as they constitute the reading of the contemporary world, in which visual and digital resources are also part of the language.


2021 ◽  
Vol 17 (22) ◽  
pp. 1
Author(s):  
Emely Pujolli Da Silva ◽  
Kate Mamhy Oliveira Kumada ◽  
Paula Dornhofer Paro Costa

Brazilian Sign Language (in Portuguese, Libras) is a visuospatial linguistic system adopted by the Brazilian deaf communities as the primary form of communication. Libras are a language of minority groups, thus their research and production of teaching materials do not receive the same incentive to progress or improve as oral languages. This complex language employs signs composed of forms and hands movements combined with facial expressions and postures of the body. Facial expressions rarely appear in sign language literature, despite their being essential to this form of communication. Thereby, this research objectives are to present and discuss sub-categories of the grammatical facial expressions of Libras, with two specific objectives: (1) the building of an annotated video corpus comprehending all the categories identified in the literature of facial expressions in Brazilian sign language; (2) the application of Facial Action Coding System (FACS) (which has its origins as an experimental model in psychology) as a tool for annotating facial expressions in sign language. Ruled by a qualitative approach, the video corpus was carried out with nineteen Libras users (sixteen deaf and three hearing participants) who translated forty- three phrases from Portuguese to Libras. The records were later transcribed with the Eudico Linguistic Annotator software tool. From the analysis of the literature review, it was observed the need to classify facial expression as subcategories of lexical, as intensity, homonyms, and norm. It is believed that it is necessary to expand the studies on facial expressions, favoring their documentation and the description of their linguistic functions. Advances in this sense can contribute to the learning of Libras by deaf students and also by listeners who propose to act as teachers or as translators and interpreters of this language system.


2021 ◽  
Vol 22 (2) ◽  
pp. 160-169
Author(s):  
Marciele Keyla Heidmann ◽  
Sumaya Ferreira Guedes

ResumoA Política Nacional de Educação Especial dispõe sobre formas de incluir a pessoa surda no Ensino Regular. Este estudo tem por objetivo analisar a conceituação do termo inclusão na visão de professores, que ministram o componente curricular de Física e Tradutores Intérpretes de Língua de Sinais (TILS), e verificar se a formação acadêmica, entre outras, tem influência na inter-relação com o estudante surdo em sala de aula comum. Para tanto, foram realizadas entrevistas semiestruturadas, de abordagem qualitativa, com tratamento baseado na análise de conteúdo, por meio de três categorias. Os resultados apontam para o despreparo dos professores de Física, perante a ausência de algum tipo de formação direcionada para Libras, seja essa inicial, ou contínua, dificultando o acesso às informações pertinentes, como a conceituação do termo inclusão, inferindo na interação direta com o estudante surdo e na promoção da Educação Inclusiva. Portanto, reflexões acerca da obrigatoriedade do componente curricular de Libras, em conformidade com o Decreto 5.626/2005, pelas Instituições de Ensino Superior, que ofertam cursos de Licenciaturas se faz necessário, assim como a formação continuada de intérpretes de Libras e professores de Física da Educação Básica, em prol a um ensino de qualidade diante da inclusão de estudantes surdos. Palavras-chave: Língua Brasileira de Sinais. Educação Especial. Educação Inclusiva.AbstractThe National Special Education Policy provides for ways to include the deaf in regular education. This study aims to analyze the conceptualization of the term inclusion in the view of teachers who teach the curricular component of Physics and Brazilian Sign Language Interpreters (TILS) and to verify whether academic training, among others, influences the inter-relationship with the deaf student in a common classroom. To this end, semi-structured interviews were conducted, with a qualitative approach, with treatment based on content analysis, through three categories. The results point to the unpreparedness of physics teachers, in the absence of some type of training directed to Brazilian Sign Language, be it initial or continuous, making it difficult to access relevant information, such as the concept of the term inclusion, inferring in the direct interaction with the deaf student and promoting Inclusive Education. Therefore, reflections on the compulsory nature of the Brazilian Sign Language component, in accordance with Decree 5.626 / 2005, by Higher Education institutions, which offer undergraduate courses, are necessary, as well as the continued training of Brazilian Sign Language interpreters and teachers of Basic education physics, in favor of quality teaching in view of the deaf students inclusion. Keywords: Brazilian Sign Language. Special Education. Inclusive Education.


2021 ◽  
Author(s):  
Gabriel Araújo Belém ◽  
Gabriela Fidelis de Oliveira ◽  
Luiz Sousa da Silveira ◽  
Priscila Silva Fernandes ◽  
Vitor Bremgartner da Frota ◽  
...  

Deaf people have difficulty communicating due to the lack of masteryof Libras (Brazilian sign language for deaf citizens). New systemshave emerged to support the communication of people withhearing disabilities with regard to: simultaneous translation, teachingof Libras and presentation of animations. However, these systemsdo not have ready-made phrases or support for emergencysituations. Considering this scenario, this article presents the proposalof the Communication Assistant to the Deaf (AComS), whichaims to support the communication of people with hearing loss,complementing the features already presented by existing systemssuch as VLibras, HandTalk and MIDOAA. After the application ofrequirements gathering techniques such as document analysis andbenchmarking, a high-fidelity prototype of the system was proposed,which presents the various features of AComS in its mobileversion.


2021 ◽  
Vol 29 (2) ◽  
pp. 805
Author(s):  
Ronice Müller de Quadros ◽  
Alexandre Melo de Sousa

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.


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