The reconstruction of discourse objects in Libras

This work analyses the referential process performed by a deaf subject in Brazilian Sign Language (BSL) when facing the anaphoric occurrence in a textual cut from Brazilian Portuguese. Therefore, the methodology implemented hereby has had a qualitative nature. A parallel corpus has been compiled using ELAN (EUDICO–Linguistic Annotator) and following the theories of Corpus Linguistics. From all the referential categories contemplated in BSL, the anaphoric deictic has been the most instrumental strategy for conducting the referential chain of the language, e.g. the construction of the referent at specific points in the signalling space.

The reconstruction of discourse objects in Libras

This work analyses the referential process performed by a deaf subject in Brazilian Sign Language (BSL) when facing the anaphoric occurrence in a textual cut from Brazilian Portuguese. Therefore, the methodology implemented hereby has had a qualitative nature. A parallel corpus has been compiled using ELAN (EUDICO–Linguistic Annotator) and following the theories of Corpus Linguistics. From all the referential categories contemplated in BSL, the anaphoric deictic has been the most instrumental strategy for conducting the referential chain of the language, e.g. the construction of the referent at specific points in the signalling space.

SELF-NARRATIVES OF BRAZILIAN DEAF PEOPLE: APPLICATION OF THE HYPOTHESES OF SOCIOANALYSES

The objective of the study is to apply eight hypotheses of the socioanalysis for the interpretation and critical social reading of the "self-narratives" of deaf applicants to Higher Education at the Federal University of Sergipe (UFS-Brazil). It is located in the theoretical-methodological field of Critical Discourse Analysis (CDA), and Deaf Studies (DS). We will analyze a narrative of a deaf subject, corpus collected in 2014, in the college entrance examination for the Brazilian Sign Language Course (LIBRAS), and adopt this methodological guideline, to define object of study; identify areas of interfaces that meet the objectives; select the categories of each area of interface; establish the dialogue between categories; identify the social meanings constructed in the discourse. The result confirms the role of socioanalysis in seeking to unveil how the practice of social relations and (re)construction of their identities in the struggle for citizenship rights articulate in the deaf individual's life.

Minoría lingüística: presión comunicativa y cultural hacia la persona sorda

Linguistic Minority: Communicative and Cultural Pressure towards the Deaf PersonResumenEl artículo aborda los conceptos de Minoría Lingüística, Opresión Comunicativa y Cultural, hacia la persona Sorda, como revisión teórica que permite abordar las relaciones comunicativas hegemónicas en la comunicación y las formas de considerar a un Otro diverso.La importancia para la comunidad (de Sordos) en la reivindicación como sujetos de derecho, que sus integrantes como punto de enunciación en una identidad Sorda.Abstract The article approaches the concepts of Linguistic Minority, Communicative and Cultural Oppression, towards the Deaf person, as a theoretical revision that allows to approach the hegemonic communicative relations in the communication and the ways to consider a different Other.The importance for the community (Deaf) in claiming as subjects of law, that its members as a point of enunciation in a Deaf identity.Key words: Linguistic Minority, Communicative Oppression, Deaf Culture, Deaf Subject, Sign Language.

ESTRATÉGIAS DE MEDIAÇÃO PEDAGÓGICA PARA A PERMANÊNCIA DE ESTUDANTES SURDOS NO ENSINO SUPERIOR

Resumo: A ampliação do acesso de estudantes surdos à Educação Superior torna necessário um aprofundamento na reflexão sobre como as práticas pedagógicas dirigidas a estes sujeitos influenciam no seu processo de permanência nesse nível de ensino. Este artigo tem por objetivo discutir acerca das estratégias de mediação pedagógica para a permanência de acadêmicos surdos no ensino superior. A partir desse objetivo o texto tece algumas abordagens filosóficas da educação de surdos e desconstruindo “velhos” paradigmas, a partir do advento da Lei da Libras como reconhecimento linguístico. Nesse contexto defende-se a compreensão do sujeito surdo como produtor de conhecimento, portanto, um sujeito social, cultural, cognoscente e político. O procedimento metodológico utilizado para discussão desta temática configurou-se em uma pesquisa bibliográfica, Revisão de Literatura Exploratória, que partiu de uma análise estrita de fontes de estudos já elaborados como livros, artigos e periódicos que tratam sobre os aspectos das estratégias pedagógicas, letramento, cultura e das interações em relação à aprendizagem. Para discussão das estratégias de medição pedagógica voltadas para a permanência de estudantes surdos na Educação Superior autores como COULON (2008); PERLIN (2002); PIMENTEL (2006, 2007, 2012); QUADROS e SCHMIEDT (2006); e VYGOTSKY (1998) dentre outros são utilizados, e apontam como resultados a consolidação de um ensaio teórico e pedagógico que permite a compreensão da temática em questão com vistas a fomentar aprendizagens significativas a fim de favorecer o processo de permanência destes sujeitos.Palavras-chave: Mediação pedagógica, permanência na Educação Superior, estudantes surdos,LibrasAbstract: The expansion of the access of deaf students to Higher Education makes it necessary to deepen the reflection on how the pedagogical practices directed to these subjects influence in their process of permanence in this level of education. This article aims to discuss pedagogical mediation strategies for deaf academics in higher education. From this objective, the text weaves some philosophical approaches to the education of the deaf and deconstructs "old" paradigms, from the advent of the Brazilian Sign Language (known as “LIBRAS”) as a linguistic recognition. In this context it is defended the understanding of the deaf subject as producer of knowledge, therefore, a social, cultural, cognoscent and political subject. The methodological procedure used to discuss this theme was set out in a bibliographic research, Review of Exploratory Literature, which started from a strict analysis of sources of studies already elaborated as books, articles and periodicals that deal with aspects of pedagogical strategies, literacy, Culture and interactions in relation to learning. For discussion of pedagogical measurement strategies aimed at the permanence of deaf students in Higher Education, authors such as COULON (2008); PERLIN (2002); PIMENTEL (2006, 2007, 2012); QUADROS and SCHMIEDT (2006); and VYGOTSKY (1998), among others are used, and point out as results the consolidation of a theoretical and pedagogical essay that allows the understanding of the subject in question with a view to fomenting significant learning in order to favor the permanence process of these subjects.Keywords: Pedagogical mediation, permanence in Higher Education, deaf students, Brazilian Sign Language ( Libras ).

Multisensory Narrative Tracking by a Profoundly Deaf Subject Using an Electrocutaneous Vocoder and a Vibrotactile Aid

A congenitally, profoundly deaf adult who had received 41 hours of tactual word recognition training in a previous study was assessed in tracking of connected discourse. This assessment was conducted in three phases. In the first phase, the subject used the Tacticon 1600 electrocutaneous vocoder to track a narrative in three conditions: (a) lipreading and aided hearing (L+H), (b) lipreading and tactual vocoder (L+TV), and (c) lipreading, tactual vocoder, and aided hearing (L+TV+H), Subject performance was significantly better in the L+TV+H condition than in the L+H condition, suggesting that the subject benefitted from the additional information provided by the tactual vocoder. In the second phase, the Tactaid II vibrotactile aid was used in three conditions: (a) lipreading alone, (b) lipreading and tactual aid (L+TA), and (c) lipreading, tactual aid, and aided hearing (L+TA+H). The subject was able to combine cues from the Tactaid II with those from lipreading and aided hearing. In the third phase, both tactual devices were used in six conditions: (a) lipreading alone (L), (b) lipreading and aided hearing (L+H), (c) lipreading and Tactaid II (L+TA), (d) lipreading and Tacticon 1600 (L+TV), (e) lipreading, Tactaid II, and aided hearing (L+TA+H), and (f) lipreading, Tacticon 1600, and aided hearing (L+TV+H). In this phase, only the Tactaid II significantly improved tracking performance over lipreading and aided hearing. Overall, improvement in tracking performance occurred within and across phases of this study.