Presentation 5
0027
 

Symposium
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0026


1
ABSTRACT

2
VIDEO

3
SLIDES

4
PAPER

5
AUTHORS

SignWriting in Education

“Teaching and Learning
SignWriting in an Online Course: Experiences of the
Teacher and the Students”


by
Madson Barreto
Silvana Langhi Pellin Pereira
Eva dos Reis Araújo Barbosa


1 ABSTRACT PORTUGUESE ENGLISH


ENGLISH

“Teaching and Learning SignWriting
in an Online Course: Experiences of the
Teacher and the Students”


by
Madson Barreto
Co-founder and Teacher
at Libras Escrita - Brazil
madson@librasescrita.com.br
www.librasescrita.com.br

and

 
Silvana Langhi Pellin Pereira
Brazil
vanapellin@hotmail.com

and
 
Eva dos Reis Araújo Barbosa
Scientific Initiation scholarship in the
Faculty of Letras (arts, literatury and linguistics)
at the Federal University of Minas Gerais - Brazil
evalibras@gmail.com

Aiming to spread SignWriting (hereafter referred to as "SW") in Brazil, the system through which it is possible to write and read any Sign Language in the world, from individual signs to entire books (BARRETO & BARRETO, 2012), in 2011 Libras Escrita publisher was founded. They published the first Brazilian work specifically on this system, the book "Escrita de Sinais sem mistérios" (“SignWriting without mysteries”) (BARRETO & BARRETO, 2012), whose authors created and ministered workshops and classroom courses in the state of Minas Gerais (Brazil), in the same year. The following year, Madson Barreto launched the course “Escrita de Sinais 2.0”, in the form of Distance Education (BRASIL, 2005). The 70-hour course is organized into five modules and in this first phase is offered only to hearing people. However, the version for the deaf is already being structured. Still in progress, the Escrita de Sinais 2.0 accommodates more than 50 students from 16 of the 26 Brazilian states plus one student from Portugal promoting, according Conforto (2010), the breaking of the time and space barrier. Barreto (2013), creator and teacher of the course, seeks to mediate learning with didactic and methodology that provide a level of teacher/student interaction as similar as possible to a live classroom. Through video lectures, he teaches SW step by step, with over 800 examples from Brazilian Sign Language (LIBRAS), always associating this writing and its orthography to topics of LIBRAS’ linguistics, such as phonetics, phonology, morphology, syntax, semantics and pragmatics (TABLES & Karnopp, 2004). As the course progresses, students undertake practical activities that involve different skills, such as: attention while making copies, transcription or writing (with an emphasis on the latter); reading of signs and texts; translation into LIBRAS or Portuguese; textual analysis and production of texts in SW. These activities are carried out in video or written on a paper sheet and photographed. After being sent, they are corrected individually by the teacher using a tablet and the student receives feedback by e-mail or recorded audio. The activities are not evaluative and students have the opportunity to make the necessary corrections. The course also includes a bonus module for learning the writing of SW on a computer using SignPuddle 2.0 (SLEVINSKI, 2012), various classes and interviews with professionals and researchers of LIBRAS, about SW, topics of LIBRAS linguistics and related topics. Thus, with motivating words and recognizing the progress of the student (DRIDEN & VOS, 1999), learning is built throughout the course, as pointed out by two students. Silvana Pereira & Eva dos Reis already knew SW before starting the course. Both had their first contact through the books of Capovilla, Raphael & Luz (2001) and Barreto & Barreto (2012). Pereira already studied this writing in the undergraduate program of Letras/ Libras (Arts, Literature and LIBRAS’ Linguistics) at the Federal University of Santa Catarina. Reis attended a workshop taught by Libras Escrita publisher. Neither had fluency in SW, but through the course had their doubts clarified and the eagerness to learn grew even further. The students indicate that: (1) the methodology and didactic teaching of the course facilitate the learning of SW; (2) the proposed activities are pleasurable and fulfill the objectives of the course; (3) SW widens the outlook in regards to LIBRAS, facilitates memorization of signs and provides better understanding of the constituent phonetic-phonological parameters of signs aiding learning and deeper studies of this language; (4) SW is capable of graphically representing the signs of LIBRAS effectively; (5) the virtual platform of the course is clear, objective and organized, includes instructional videos and tutorials that guide the studies of the students, in addition to presenting other materials for further learning; (6) the interaction between teacher and students and between students and students also in a Secret Group on the social network (FaceBook) enables discussions, answering questions and sharing knowledge. According to Conforto (2010: 70, free translation), "Information Technology and Communication (TIC) have modeled, by means of Distance Education platforms, spaces for listening and for the conquest of the word." This leads us to a new paradigm of teaching and learning, since both come along with the advancement of these technologies and, thus, new possibilities emerge for student/ teacher mediation. It is from this perspective that the course Escrita de Sinais 2.0 promotes interaction among subjects who (re)build their knowledge, in individual practice and through collaborative work in the social network.

REFERENCES

BARRETO, Madson. Curso Escrita de Sinais 2.0. Belo Horizonte: Libras Escrita, 2013.
 
BARRETO, Madson; BARRETO, Raquel. Escrita de Sinais sem mistérios. Belo Horizonte: edição do autor, 2012.
 
BRASIL. Decreto 5.622 de 10 de dezembro de 2005. Regulamenta o artigo 80 da lei 9.394 de 20 de dezembro 1996, que estabelece as diretrizes e bases da educação nacional. Disponível em <http://www.planalto.gov.br/ccivil_03/_ato2004-2006/2005/Decreto/D5622.htm>. Acesso em 30/04/2014.
 
CAPOVILLA, Fernando C.; RAPHAEL, Walkiria. D; LUZ, R. D. Dicionário enciclopédico ilustrado trilíngüe da Língua de Sinais Brasileira. São Paulo: Edusp, 2001.
 
CONFORTO, Débora. Tecnologias digitais acessíveis. In: SANTAROSA, Lucila Maria Costi (org.) Porto Alegre: JMS Comunicação Ltda, 2010.
 
DRYDEN, Gordon; VOS, Jeannette. The learning revolution. 2nd edition. USA: Jalmar Pr, 1999.
 
QUADROS, Ronice M.; KARNOPP, Lodenir B. Língua de sinais brasileira: estudos linguísticos. Porto Alegre: Artmed, 2004.
 
SLEVINSKI, Steve. SignPuddle 2.0. 2012. Disponível em: <http://www.signpuddle.org>. Acesso em: 10 jun. 2012.

...download PDF...


Related Links

LibrasEscrita Web Site
http://www.librasescrita.com.br

LibrasEscrita on YouTube
http://www.youtube.com/user/LibrasEscrita

LibrasEscrita on Facebook
https://www.facebook.com/librasescrita



PORTUGUESE

ENSINANDO E APRENDENDO O SIGNWRITING
EM UM CURSO ONLINE:

A EXPERIÊNCIA DO PROFESSOR E DOS ALUNOS

by
Madson Barreto
Co-founder and Teacher
at Libras Escrita - Brazil
madson@librasescrita.com.br
www.librasescrita.com.br

and

 
Silvana Langhi Pellin Pereira
Brazil
vanapellin@hotmail.com

and
 
Eva dos Reis Araújo Barbosa
Scientific Initiation scholarship in the
Faculty of Letras (arts, literatury and linguistics)
at the Federal University of Minas Gerais - Brazil
evalibras@gmail.com

Com o intuito de difundir o SignWriting (doravante denominado por “SW”) no Brasil, sistema através do qual é possível escrever e ler qualquer língua de sinais do mundo, desde sinais isolados até livros completos (BARRETO & BARRETO, 2012), em 2011 foi fundada a editora Libras Escrita, que publicou a primeira obra brasileira específica sobre este sistema, o livro “Escrita de Sinais sem mistérios” (BARRETO & BARRETO, 2012), cujos autores criaram e ministraram oficinas e cursos presenciais no estado de Minas Gerais, neste mesmo ano. No ano seguinte, Madson Barreto lançou o curso Escrita de Sinais 2.0, na modalidade de Educação a Distância (BRASIL, 2005). O curso de 70h/aula, é organizado em cinco módulos e, nesta primeira fase, é oferecido somente para ouvintes, no entanto, a versão para surdos já está sendo estruturada. Ainda em andamento, o Escrita de Sinais 2.0 atende a mais de 50 alunos oriundos de 16 dos 26 estados brasileiros mais uma aluna de Portugal promovendo, de acordo com Conforto (2010), a quebra de barreira do tempo e do espaço. Barreto (2013), criador e professor do curso, busca mediar o aprendizado com didática e metodologia que propiciem um nível de interação professor/aluno o mais semelhante possível ao de uma sala de aula presencial. Através de aulas em vídeo, ensina passo a passo o SW, com mais de 800 exemplos da Língua Brasileira de Sinais (Libras), sempre associando esta escrita e sua ortografia a tópicos da linguística da língua de sinais, tais como: a fonética, a fonologia, a morfologia, a sintaxe, a semântica e a pragmática (QUADROS & KARNOPP, 2004). À medida em que o curso avança, os alunos realizam atividades práticas que envolvem diferentes habilidades como, por exemplo: atenção ao realizar cópias, transcrição ou escrita (com ênfase nesta); leitura de sinais e textos; tradução para a Libras ou para a língua portuguesa; análise textual e produção de textos em SW. Essas atividades são realizadas em vídeo ou escritas em papel e fotografadas. Após enviadas, são corrigidas individualmente pelo professor utilizando uma Mesa Digitalizadora e o aluno recebe feedback via E-mail ou áudio gravado. As atividades não são avaliativas e os alunos têm a oportunidade de fazer as correções necessárias. O curso conta ainda com um módulo Bônus para o ensino da escrita do SW no computador usando o SignPuddle 2.0 (SLEVINSKI, 2012), diversas aulas e entrevistas com profissionais e pesquisadores da área de Libras, sobre o SW, tópicos da linguística da Libras e temas afins. Assim, com palavras motivadoras e reconhecendo os avanços do aluno (DRIDEN & VOS, 1999), o aprendizado vai sendo construído ao longo do curso. Como apontado por duas alunas cursistas. Silvana Pereira & Eva dos Reis já conheciam o SW antes de iniciarem o curso. Ambas tiveram o primeiro contato através da obra de Capovilla, Raphael & Luz (2001) e de Barreto & Barreto (2012). Pereira chegou a estudar esta escrita na graduação do curso de Letras/Libras da UFSC. Reis participou de uma oficina ministrada pela Libras Escrita. Ambas ainda não tinham domínio do SW, porém através do curso tiveram suas dúvidas esclarecidas e a ânsia por aprender cresceu ainda mais. As alunas apontam que: (1) a metodologia e didática de ensino do curso facilitam o aprendizado do SW; (2) as atividades propostas são prazerosas e atendem aos objetivos do curso; (3) o SW amplia a visão em relação à Libras, facilita a memorização de sinais e proporciona melhor entendimento dos parâmetros fonético-fonológicos constituintes dos sinais auxiliando o aprendizado e aprofundamento dos estudos desta língua; (4) o SW é capaz de representar graficamente os sinais da Libras com eficácia; (5) a plataforma virtual do curso é clara, objetiva e organizada, possui vídeos explicativos e tutoriais que guiam os estudos dos alunos, além de apresentar outros materiais para aprofundar o aprendizado; (6) a interação entre professor/alunos e entre alunos/alunos também em um Grupo Secreto na rede social (FaceBook) possibilita discussões, o esclarecimento de dúvidas e o compartilhamento de conhecimentos. Segundo Conforto (2010, p. 70), “as Tecnologias de Informação e de Comunicação (TIC) têm modelado, por meio das plataformas de Educação a Distância, espaços para a escuta e para a conquista da palavra”. Isso nos remete a um novo paradigma do ato de ensinar e do ato de aprender, pois ambos se constituem juntamente com o avanço dessas tecnologias e surgem, então, novas possibilidades de mediação aluno/professor. É nesta perspectiva que o curso Escrita de Sinais 2.0 promove a interação entre os sujeitos, os quais (re)constroem seus conhecimentos, na prática individual e por meio do trabalho colaborativo em rede social.

Referências:

BARRETO, Madson. Curso Escrita de Sinais 2.0. Belo Horizonte: Libras Escrita, 2013.
 
BARRETO, Madson; BARRETO, Raquel. Escrita de Sinais sem mistérios. Belo Horizonte: edição do autor, 2012.
 
BRASIL. Decreto 5.622 de 10 de dezembro de 2005. Regulamenta o artigo 80 da lei 9.394 de 20 de dezembro 1996, que estabelece as diretrizes e bases da educação nacional. Disponível em <http://www.planalto.gov.br/ccivil_03/_ato2004-2006/2005/Decreto/D5622.htm>. Acesso em 30/04/2014.
 
CAPOVILLA, Fernando C.; RAPHAEL, Walkiria. D; LUZ, R. D. Dicionário enciclopédico ilustrado trilíngüe da Língua de Sinais Brasileira. São Paulo: Edusp, 2001.
 
CONFORTO, Débora. Tecnologias digitais acessíveis. In: SANTAROSA, Lucila Maria Costi (org.) Porto Alegre: JMS Comunicação Ltda, 2010.
 
DRYDEN, Gordon; VOS, Jeannette. The learning revolution. 2nd edition. USA: Jalmar Pr, 1999.
 
QUADROS, Ronice M.; KARNOPP, Lodenir B. Língua de sinais brasileira: estudos linguísticos. Porto Alegre: Artmed, 2004.
 
SLEVINSKI, Steve. SignPuddle 2.0. 2012. Disponível em: <http://www.signpuddle.org>. Acesso em: 10 jun. 2012.

...download PDF...


Related Links

LibrasEscrita Web Site
http://www.librasescrita.com.br

LibrasEscrita on YouTube
http://www.youtube.com/user/LibrasEscrita

LibrasEscrita on Facebook
https://www.facebook.com/librasescrita


2 VIDEO
 
3 SLIDES
 

4 PAPER

 
5 AUTHORS
Madson Barreto Madson Barreto

Co-founder and Teacher at Libras Escrita - Brazil
www.librasescrita.com.br

Download Biography
Portuguese & English
 
Silvana Langhi
Pellin Pereira


Brazil


Download Biography
 

Eva dos Reis
Araújo Barbosa


Scientific Initiation scholarship in the Faculty of Letras (arts, literatury and linguistics)
at the Federal University of Minas Gerais - Brazil

Download Biography

 
 
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