Deaf teacher training for teaching Libras as a Second Language centered on the text genre
This work focuses on the area of Libras as a Second Language (L2) for listeners of different courses, in the field of continued training for deaf Libras teachers in higher education. The objective is to present the ongoing investigation into the role of the Training Sequence (SF) in understanding Ge...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade de Brasília (UnB) |
| Repositorio: | Revista Horizontes de Linguística Aplicada |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/53044 |
| Acceso en línea: | https://periodicos.unb.br/index.php/horizontesla/article/view/53044 |
| Access Level: | acceso abierto |
| Palabra clave: | Libras L2 Professor Surdo Interacionismo Sociodiscursivo Didatização de Gênero Deaf Teacher Sociodiscursive Interactionism Gender Didacticization |
| Sumario: | This work focuses on the area of Libras as a Second Language (L2) for listeners of different courses, in the field of continued training for deaf Libras teachers in higher education. The objective is to present the ongoing investigation into the role of the Training Sequence (SF) in understanding Gender Didactic Sequence (SDG) planning actions for teaching Libras as an L2. The theoretical field is represented by contributions from sociodiscursive interactionism and its objects of study: the first axis, model of analysis/description and text/genre production; the second axis, gender-oriented teaching, including the gender didactic model (MDG) and gender didactic sequence instruments; and the third axis, professional training, with the SF. This is an excerpt from an action research with deaf teachers of the Libras discipline for hearing undergraduates. The context for generating the data was a collaborative SF with activities on identifying the teachable dimensions of the genre and ordering the planning phases of an SDG on the genre, interview with an expert. Analysis of the results shows that collaboration in two stages favored the learning process and mobilization of knowledge and teaching skills by deaf teachers. There is evidence that the movements necessary for a more effective appropriation by collaborators contain, in addition to their teaching practice, the movements of study and reading mediation, relevant factors for the mobilization of skills that involve “knowing how to teach” and “knowing to teach" |
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