Negotiating meanings with deaf children. Include is best?

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Published: Sep 27, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v3.506
Keywords:
Education interpreters for the deaf brazilian sign language means of communication

Main Article Content

Omar Barbosa Azevedo
Universidad de Barcelona

Abstract

In this scientific communication I present the research that result in my doctoral thesis about the meanings negotiation (Bruner, 2009) of teachers and deaf children. From cultural translation, I understood meanings negotiation in five different scenes of filmed classes in a program of early stimulation program which adopted the use of Brazilian Sign Language (Libras). I have adopted etnoresearch as the theoretical and methodological framework of qualitative research and procedures of interactional sociolinguistics for the interpretation of the dialogues. Two deaf teachers participated along with three hearing teachers and thirteen deaf children. The students were aged between five and seven years old. I have described participants’ speech in turns which contain the registration of the constituent elements (Libras’ signs, gestures, body movements, facial expressions, etc.) and its translation into Portuguese/Spanish. With the results I discuss problems such as the linguistic exclusion of deaf students included in regular schools in Brazil and the struggle for the Bilingual School in the Brazilian Deaf Community.

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How to Cite
Barbosa Azevedo, O. (2014). Negotiating meanings with deaf children. Include is best?. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 285–294. https://doi.org/10.17060/ijodaep.2014.n1.v3.506
Issue
Vol. 3 No. 1 (2014): EDUCATIONAL DIFFICULTIES
Section
Articles
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References

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