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Authors
Advisor(s)
Abstract(s)
Neste artigo procura-se compreender se a utilização da Língua Gestual Portuguesa
(LGP) em contexto de Educação Pré-escolar (EPE), com crianças ouvintes, tem
repercussões no seu envolvimento e na compreensão global de histórias. Recorreu-se
ao Manual Desenvolvendo a Qualidade em Parcerias (DQP) (2009) para descrever o
envolvimento de crianças no momento do conto da história O Passeio da D. Rosa
(2011). Foram selecionadas três crianças de diferentes faixas etárias de dois grupos. O
Passeio da D. Rosa (2011) foi contado em LGP nos dois momentos, apenas no segundo,
se recorreu às ilustrações. Apenas um grupo tinha conhecimentos prévios de LGP,
no entanto, em ambos os grupos, atingiram-se níveis de envolvimento elevado
no 1.º momento, diminuindo no 2.º momento. A análise da compreensão global da
história foi feita a partir de desenhos e reconto oral. Os recontos orais permitiram
evidenciar que as crianças de ambos os grupos compreenderam globalmente a
história, recorrendo também a vocabulário em LGP.
In this article we seek to understand whether the use of Portuguese Sign Language (PSL) in the context of Pre-school Education (PSE), with hearing children, has repercussions on their involvement and overall understanding of stories. We use the Effective Early Learning Handbook (EEL/DQP) (2009) to describe the involvement of three children at the time of the storytelling. To both groups, Rosie’s Walk (2011) was told in LGP, without using the illustrations and then using them. Although one group had previous knowledge of LGP, most children in both groups reached high levels of involvement in the 1st moment, decreasing in the 2nd moment. The analysis of the overall understanding of the story was made from drawings and oral recounting, making known the most significant elements and moments in the story. The oral retells showed that children from both groups understood the story globally, also using PSL vocabulary.
In this article we seek to understand whether the use of Portuguese Sign Language (PSL) in the context of Pre-school Education (PSE), with hearing children, has repercussions on their involvement and overall understanding of stories. We use the Effective Early Learning Handbook (EEL/DQP) (2009) to describe the involvement of three children at the time of the storytelling. To both groups, Rosie’s Walk (2011) was told in LGP, without using the illustrations and then using them. Although one group had previous knowledge of LGP, most children in both groups reached high levels of involvement in the 1st moment, decreasing in the 2nd moment. The analysis of the overall understanding of the story was made from drawings and oral recounting, making known the most significant elements and moments in the story. The oral retells showed that children from both groups understood the story globally, also using PSL vocabulary.
Description
Keywords
LGP Educação Pré-escolar Envolvimento Crianças ouvintes Literacia Pre-school Education Effective Early Learning Hearing children Literacy PSL
Citation
Alves, S. & Silva, A.I. (2021). LGP NA EDUCAÇÃO PRÉ- ESCOLAR COM CRIANÇAS OUVINTES: REPERCUSSÕES E INTERFERÊNCIAS NA COMPREENSÃO GLOBAL DE HISTÓRIAS. In C. Morgado (Coord.) Cadernos Pedagógicos I Da formação linguística às práticas educativas na Educação de Infância e no Ensino Básico. (pp.86-102). Porto: IPP-ESE.
Publisher
Instituto Politécnico do Porto - Escola Superior de Educação