A aprendizagem de português por sujeitos surdos falantes da libras: entre discursos e identidade

Abstract

ABSTRACT - This research aims to describe, from a functionalist perspective of language, the interferences of LBS on the timeline and other aspects of the grammar of the Portuguese language by analyzing deaf messages via the social network Facebook inbox with a view to specific the language in question. Also question the discourse in society about the language in question as the deaf subject in a society that walks in search of better meet the needs of people with disabilities. Thus, for a study on the set of LBS transcribed into Portuguese Written Language by deaf subjects, we analyze the linguistic aspects of the Brazilian Sign Language-LIBRAS the structure forming the signals that shape the discourse of deaf and the relationship between these two totally different linguistic systems in the teaching-learning process of these subjects, For this study, our starting point is the discussion about the importance of the BSL in the teaching learning process of the deaf and how to teach Portuguese Language, considering the power relations that exist between deaf students and hearing teacher, deaf students and society. We use as a methodological procedure the selection of messages exchanged with deaf from the cities of Nova Andradina and Campo Grande in the state of Mato Grosso do Sul, inbox, gathered from social Networking – Facebook. The cutouts/sentences were organized obeying the numerical criterion for categorizing subjects (S1, S2, S3, S4 and S5). The analysis of this research is particularly focused on how the time is marked in the speeches of those subjects who can convey their ideas coherently, since it considers the linguistic aspects of their mother-tongue MT, BSL. To make our study and analysis, our work is based on the theoretical framework of functionalist perspective from (NEVES, 2000; GIVON 2001; FIORIN, 2003), studies on Brazilian Sign Language- BLS (SALLES, 2007; QUILES, 2010; H ONORA,2009; QUADROS 2004, GESSER,2009) and discursive perspective from (SKLIAR,, 2003;CAVALLARI, 2011;CORACINI, 2003;), articulated on the first chapter. On the second chapter, we (re) tell the story of BSL and the deaf worldwide and in Brazil, as well as the valid law and decree, the valid policies in the teaching process of these subjects, the discourses present on deafness and BSL, the importance in this life and in the learning process of deaf, the BSL-PL relation, the linguistic universals and peculiarities of SL. The third and final chapter is constituted by the analysis of data collected from the theoretical framework adopted, and these cutouts/sentences were arranged as mentioned previously. After the analysis and understanding of the linguistic aspects of BSL and PL, it is seen that it is crucial that the deaf have contact with their ML, as well as meet its linguistic structure to subsequently acquire the second language. Therefore we must be knowledgeable in the ML to the acquisition of another language can occur properly. Thus, the process should be thought of as education for second language. Even finding barriers by some professionals in education and society LIBRAS is, in fact, the first language of the Brazilian deaf community, serving as support for its members to learn other languages in their written form, since the specificity is considered its ML.