Navegando por Assunto "Bilingualism"

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Ensino para diferentes sujeitos: o acesso de alunos surdos às aulas de História
(Universidade Federal do Pará, 2018-08-07) PADOVANI NETTO, Ernesto; ALMEIDA, Conceição Maria Rocha de; http://lattes.cnpq.br/5784314365587893
This work is developed by the reflection over the History teaching for deaf people, which are not contemplated by the oral exposition method, frequently used by History teachers as a school subject. Aiming to an educational sistem based on bilingualism: Brazilian Sign Language (LSB) and Portuguese Language in written form, and in visual pedagogy, we present methodologies of History teaching that can assure to deaf students the necessary tools to achieve the school contents properly. Within the debates presented here, we emphasize the deaf individual as someone who, from a historical conscience, started to claim for conquests of his own rights in the most varied sectors of society, highlighting the advances in educational area. In addition, we propose listen to the deaf students‟ parents, deaf registered schools‟ principals, listeners teachers which attend to deaf students in regular school system, and especially "listen" to the deaf students themselves, highlighting their experiences in the context of the so-called inclusive school, specifically at Luiz Nunes Direito middle and high school, a regular unit considered a reference in the inclusion of students of so-called inclusive education in the neighborhood of Coqueiro, in the city of Ananindeua-Pará, so that we have a broad reading of the issues that involve the historical learning of deaf individuals. In this way it was possible to make a diagnosis about the students' experiences in History classes, as well as indicate methodological strategies in order to enhance the learning of deaf students in relation to History. As a product of the dissertation, we have built a channel on You Tube and a page on Facebook called History in Libras, where we provide video lessons of History in Sign Language.
Acesso aberto (Open Access)
A língua de ensino e os desafios da aprendizagem da matemática nas escolas primárias haitianas
(Universidade Federal do Pará, 2020-03-20) CHARLES, Marie Esther; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865; http://orcid.org/0000-0002-3147-9478
This study, entitled “The language of instruction and the challenges of learning mathematics in Haitian primary schools” provides an analysis of the problems faced by Haitian primary school students. The problem lies in the fact that education in Haiti is in French, the second language of which most Haitian children only come into contact in schools. Therefore, Creole, the mother tongue, is not really the object of learning in the schools of the country. As a result, children face many learning difficulties, particularly in mathematics. Thus, our main objective is to analyze the importance of the use of the mother tongue as the language of teaching mathematics. To carry out this analysis, we rely on the philosophy of Wittgenstein’s language, specifically on some concepts that he developed in the Philosophical Investigations. Then we use other readings on bilingualism and mathematical literacy, which we judge in accordance with the philosopher’s thinking. On the other hand, we carried out a survey through a questionnaire intended for teachers of basic education I and II working in primary schools in Haiti with the aim of investigating the factors that represent obstacles for students in learning about mathematics, whose classes are in French. In our analyses, we were able to conclude that these factors are due to the behavior, conception and understanding of mathematical language by children and are related to the language problems they face. To cope, some teachers sometimes had to use the translation of mathematical statements from French to Creole to facilitate their understanding. A finding that fits well with the theoretical part of the research, namely that the mother tongue is the one to be promoted to bring the child to a good understanding of the mathematical language. We also note that there are obstacles that prevent the establishment and application of a good language policy in the education system and one of them remains the involvement of the public sector whose investment covers only 20% of Haitian students.