SIGNWRITING SYMPOSIUM PRESENTATION 60: "The Learning of SignWriting at ANPACIN Bilingual School for the Deaf in Maringá - PR, Brazil" by Daniele Miki Fujikawa Bózoli

SIGNWRITING SYMPOSIUM PRESENTATION 60: "The Learning of SignWriting at ANPACIN Bilingual School for the Deaf in Maringá - PR, Brazil" by Daniele Miki Fujikawa Bózoli.
Sign languages are a linguistic way of expression for deaf people. In 1974, Valerie Sutton has created her own registration signs system that consists in sign languages. This system is internationally known as SignWriting, which, in Brazil corresponds to Escrita de Sinais, that allows to register the parameters of sign languages as handshapes, locations, movements, orientations and facial expressions. Such system presents itself as possible ally in the deaf students’s education process. However, the SignWriting is not well known by the deaf communities, in addition there are few studies about the impact of SignWriting on the learning of deaf students. The interest of gathering information to enable more conclusive reflections about the SignWriting that has motivated this study. Therefore, this research consists on the learning of school content by the SignWriting system for high school students from ANPACIN - Bilingual School for Deafs of Maringá - Paraná, Brazil. In the course of the empirical study was possible offering to a group of students the basic knowledge of SignWriting, looking up to verify the impact of the knowledge in the academic performance of the participants. As result, it was observed a better performance of the students activities in SignWriting which may represent an additional tool to facilitate the intellectual development of deaf students. Objectively, SignWriting can act in the psychological field as a tool to expand knowledge of the students that can produce significant cognitive gains, in as much as, the systemized system, especially, for the registration of sign languages.
See: http://www.signwriting.org/symposium/presentation0060.html

1. A aprendizagem de SignWriting na ANPACIN -Colégio
Bilíngue para Surdos de Maringá -PR, Brasil
The Learning ofSignWriting atANPACIN BilingualSchoolfor
Deafsin Maringá -PR, Brazil
SignWriting Symposium2016
July 18-21, 2016
Daniele Miki Fujikawa Bózoli

2. Estaapresentaçãoépartedaminhadissertaçãodemestradodefendida
noProgramadePós-GraduaçãoemEducaçãodaUniversidadeEstadual
deMaringá(2015).
ThispresentationispartofmyMaster'sthesisdefendedattheGraduatePrograminEducationoftheState
UniversityofMaringá(2015).
ParaleradissertaçãoToreadthethesis:http://goo.gl/AIe98d

3. TerminologiacriadaporBózoli (2015)
Terminology created by Bózoli (2015)
Gestografia(Gesturegraphy)–EscritadelínguadesinaisSignlanguagewriting
Gestografar(A“new”verbinPortuguese)–EscreverlínguadesinaisTowritesign
language
Sistemagestográfico(Gesturegraphicsystem)–Sistemadeescritadelíngua
desinaisWritingsystemsignlanguage
Otermo“gestografia”foicriadoapartirdacomposiçãodedoisradicais
latinoegrego:GESTUS(gesto)eGRÁPHEIN(escrita).
Theterm"gestografia"wascreatedfromthecompositionoftwoLatinandGreekradicals:GESTUS
(gesture)andGRÁPHEIN(writing).

4. Sistema SignWriting
SignWriting System
SistemadegestografiaGesturegraphysystem
CriadoporValerieSuttonem1974CreatedbyValerieSuttonin1974
Registrodeparâmetroslinguísticosdaslínguasdesinaiscomo
configuraçõesdemão,locações,movimentos,orientaçõesdemãoe
expressõesnão-manuaisWritingsignparametersashandshapes,locations,movements,
orientationsandnon-manualexpressions
Semnecessidadedetranscriçãoparaumalínguaoral
Noneedfortranscriptiontoanorallanguage

5. ANPACIN
CampodepesquisaPlaceoftheresearch
EscolabrasileiraparasurdosBrazilianSchoolfordeafs
Fundadaem1981Foundedin1981
LocalizadaemMaringá-PRLocatedinMaringá-PR
Atualmétododeensino:Bilinguismo-LínguaBrasileiradeSinais
(Libras)comoL1eLínguaPortuguesacomoL2namodalidadeescrita
Currentteachingmethod:Bilingualism-BrazilianSignLanguage(Libras)asL1andPortugueseasL2
writing

6. Intervençãopedagógica
Pedagogical intervention
Objetivo:Verificarodesempenhodosconteúdosestudadospelos
alunossurdosanteseapósoaprendizadodosistemagestográfico.
Objective:Checkuponperformanceoftheschool’scontentsstudiedbydeafstudentsbeforeandafter
learningofthegesturegraphicsystem.
Participantes:Alunosdo2ºe3ºanodoEnsinoMédio
Researchparticipants:Highschoolstudents
Período:Entresetembro/2013enovembro/2014
Researchduration:BetweenSeptember/2013andNovember/2014

7. Intervençãopedagógica: 2 ETAPAS
Pedagogical intervention: 2 STAGES
ETAPA 1/2: Observaçõesnasaulasde História
STAGE 1/2: Observations on the History’s classes
Leituradostextosemlínguaportuguesa
ReadingoftextsinPortuguese
Seleçãodetemas
Selectionoftopics
Coletadeatividades(questõeserespostas)
Collectionoflessons(questionsandreplies)

8. Intervençãopedagógica: 2 ETAPAS
Pedagogical intervention: 2 STAGES
ETAPA 2/2: Ensinode gestografia (sistemaSignWriting)
STAGE 2/2: Gesturegraphyteaching (SignWriting system)
Alunossemcontatoanteriorcomosistemagestográfico
Studentswithoutpreviouscontactwiththegesturegraphicsystem
Leituraeinterpretaçãodostextosadaptados
Readingandinterpretationofadaptedtexts
Coletadeatividades(questõeserespostas)
Collectionoflessons(questionsandreplies)

9. Textos adaptados em SignWriting –Primeira Guerra Mundial
Adaptedtextsin SignWriting –FirstWorld War

10. Textos adaptados em SignWriting –Governo Juscelino Kubitschek
Adaptedtextsin SignWriting –Juscelino Kubitschek’sGovernment

11. Elaboraçãode textos
Preparation of texts
Ausênciadetextossistematizadosemgestografia
Lackofsystematizedtextsingesturegraphy
Releituradetextosemportuguêsecomplementodeimagens
RereadingtextsinPortugueseandaddingimages
UsodeSW-EDITeSignPuddleparaaproduçãodetextos
UsingSW-EDITandSignPuddlefortheproductionoftexts
Distribuiçãodeatividadesemgestografiaaosalunos
Handingoutlessonsingesturegraphytostudents

12. AMOSTRA DE ATIVIDADE EM LÍNGUA PORTUGUESA
SAMPLE LESSON IN PORTUGUESE
Aluno “copia e cola” sem entender a resposta
Student “copy and paste"without understandingthe reply

13. Resposta em Libras (vídeo) e transcrita por mim
Reply in Libras (video) and transcribed by me
AMOSTRA DE ATIVIDADE EM GESTOGRAFIA
SAMPLE LESSON IN GESTUREGRAPHY

14. AMOSTRA DE ATIVIDADE EM GESTOGRAFIA
SAMPLE LESSON IN GESTUREGRAPHY
Resposta escrita em português com a
estrutura da Libras
Reply written in Portuguese following the Libras structure

15. Consideraçõesfinais
Conclusion
Acessoaosconteúdossobreostemasduasvezes–asegunda
oportunidadedeaprendizagemconstituiu-seemumrecursoparaa
apropriaçãodeconceitosescolares.
Accesstoschool’scontentstwice–thesecondchancelearningconstitutedaresourceforthe
appropriationofschool’sconcepts.
Aproximidadevisualentreosinaleapalavragestografadajustificama
facilidadedeleituraeinterpretaçãodosistemagestográficopelosalunos.
Thevisualsimilaritybetweenthespatialsignandthewrittensignjustifytheeaseofreadingand
interpretationofgesturegraphysystembystudents.

16. Consideraçõesfinais
Conclusion
Asomadedoissistemasdeescritapermiteumaampliaçãodousode
sistemasdelinguagemenãooabandonodalínguaportuguesa.
Thesumoftwowritingsystemsallowsanexpansionoftheuseoflanguagesystemsandnotthe
abandonmentofthePortuguese.
Osistemagestográficopoderepresentarparaosalunossurdosum
recursosimbólicoamaisparaodesenvolvimentointelectual,beneficiando
aaprendizagemdalínguaescritamajoritáriadopaís.
Thegesturegraphicsystemcanrepresentfordeafstudentsasymbolicresourcemoretotheintellectual
developmentthatbenefitsthelearningofmajoritywrittenlanguageofthecountry.

17. Obrigada
Thankyou