O Processo de aquisição da língua brasileira de sinais por filhos surdos de pais ouvintes : os desafios e as possibilidades nos contextos familiar e escolar

Abstract

This dissertation presents a study on the process of language acquisition through the Brazilian Sign Language - Libras. The study developed an analysis of the practices of linguistic interaction in the family and school contexts, in which, through observations, application of questionnaires and interviews, it was possible to identify the advances and challenges related to the development of deaf students. The main objective of this work was to present the results of a study on the role that Libras plays in the lives of deaf individuals by comparing the function of oralization that permeated the educational and family contexts of the deaf subjects participating in the study. For this, this research found methodological support in the qualitative approach (FLICK, 2009), in the bias of collaborative research (IBIAPINA, 2008- 2009). In the first chapter, we present the approach of the methodological framework and the procedures for data collection; in the second, we deal with the process of linguistic and cognitive development in the context of orality and the possibilities of reframing language; in the third and last chapter, we present the data collected, as well as the analysis of the corpus, proposing a reflection from some problematizations that involve the family and school contexts of the deaf participants. The analyzes started, mainly, from the observation of the language development process, in which we present a reflection on the linguistic choice and the language conceptions that family members and teachers had about sign languages. The results of the research allowed us to show the linguistic function that Libras plays in the lives of deaf individuals, even living in environments mainly composed of hearing people, as occurred in the cases analyzed. It was possible to verify, therefore, that the choice of sign language reflected significantly in the formal education environment, as well as in the social and cognitive development of the deaf participants in the research.