Glossário da área de pedagogia para LSB: um estudo socioterminológico

Abstract

This doctoral thesis is part of the research line in linguistic studies and is developed within the research group GeoLinTerm – Geosociolinguistics and Socioterminology Project. A glossary in Brazilian Sign Language (LSB) was developed in the field of Pedagogy. Although numerous Deaf individuals choose to pursue this degree, there is currently no dictionary, glossary, or terminology guide available for the Deaf community in Pedagogy. The objective is to identify which terminologies have been conventionally established in Brazilian Sign Language for concepts within the Pedagogy program and to record them in a dictionary for consultation and comprehension by Deaf students, Brazilian Sign Language interpreters, and both hearing and Deaf teachers. A bibliographic study was conducted based on Faulstich (2003), Quadros (2004), Faria-Nascimento (2009), Castro Júnior (2014), Costa (2012), and Oliveira (2015) to support the study in the linguistic domain, particularly in the conventionalization of morpheme constructions that adequately express the specialized terminology within the undergraduate Pedagogy program. The collected data are guided by the methodology of Socioterminology, a branch of terminological science whose core objective is to reorganize a typology for the classification of variants in technical and scientific categories, distinguishing between two concurrent types: the formal terminological variant and the formal registry variant, as proposed by Faulstich (1995). A nationwide mapping of Brazil’s five regions was carried out to catalogue and document the sign terms conventionally used by pedagogues, Deaf students enrolled in the program, and Brazilian Sign Language interpreters. Based on this cataloguing process, a Socioterminological glossary was constructed, featuring 114 Pedagogy terms in Brazilian Sign Language, which was then made available as an Android mobile application for the Deaf Community.