The aim of this study is to investigate the interaction in sign language in a classroom in the special school for deaf and hard of hearing pupils. Three questions are of particular interest: What characterizes interaction in educational situations where the whole class is present compared to half the class and when the pupils in small groups are solving problems given by the teacher? How are a hearing and a deaf teacher interacting in the classroom? And How are boys and girls interacting in different educational situations? Theoretically the study is based on an educational interaction model. Of particular interest in this model are restrictive and permissive aspects of teaching and factors stimulating pupil participation. Symbolic interactionism has been used in the interpretation of face-to-face interaction in sign language. Video recordings of classroom interaction in natural sciences were documented in a class in the special school comprising 17 pupils and three teachers. A total of seven lessons were recorded consisting of whole class teaching, half class teaching and problem solving in small groups. Of the pupils ten were girls and seven were boys and of the teachers one was hearing and one was deaf. The third teacher was only temporarily in the class and was not included in the analysis. The recorded material was transcribed and analyzed in six steps. The results show that the teachers are most restrictive in whole class teaching while there is more participation from the pupils in half class teaching. In the small group problem solving the teachers seem to be more interested in the group process than in getting an answer to the problem. This gives a lot of room for individual actions and interaction of a relational kind rather than educational. There tend to be some visible differences between the hearing and the deaf teacher. The former uses a more individual approach towards the pupils, I-Gaze, which leaves room for the pupils to be engaged in other activities. The deaf teacher on the other hand keeps all the pupils engaged by using a group approach, G-Gaze. Other differences are the use of literacy tools where the deaf teacher situates the material and keeps the attention of the pupils by telling a narrative. Concerning differences between boys and girls it is evident that the boys are more dominant in whole class and half class interactions while the girls tend to take over the teacher role in small group interaction. These results are discussed in relation to theoretical background and research on classroom interaction in the compulsory school and in schools for deaf pupils.

Made available in DSpace on 2015-05-14T13:27:08Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 10235144 bytes, checksum: 922e48f772ff010edbd2e6a7ef31bfa1 (MD5) Previous issue date: 2013-09-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Exercise of thought, this is what an academic thesis is called, for the degree in which it operates. Its overall objective is to analyze and to question the shades of the difference in deaf individuals, which they assert a positive side of themselves, through gestures and ways, in their identity constructions, not without conflicts and contradictions. In this sense, the amalgam sources and different theoretical currents are present, either in what is convergent and divergent, and perhaps even more significant in what they are intersecting. The field of research was the Deaf Association of João Pessoa ASJP, located in Torre neighborhood, in the city of João Pessoa. Participant observation and interviews were the main methodological and technical resources for the collection of the data to be analyzed. The speeches of deaf individuals were demonstrating the multiplicity of perceptions of the world about their political movement and citizen performance, as well as when they let glimpse the appropriation made by and for them in their subjective processes and practices of sociability. The findings were delineating themselves, they did not happen in a kind of: "Finally, we can conclude that ...". The process of becoming a research was happening, indicating that the deaf, speaking in Brazilian Sign Language-LIBRAS or Portuguese, are as different as the possibilities of manifestations of personal and collective actions in their everyday relationships, whether in deaf communities, or the interaction of listeners, for they don t not live in isolation. The lack of hearing influences _ as well as have it and have never stopped to think about it _ but do not determines and defines their differences. These are as simple or complex as can be expressed in any person whether or not deaf. The binaries would be their prison. / Exercício do pensamento, este é um trabalho acadêmico denominado tese, pelo grau no qual se insere. O seu objetivo geral é o de analisar e pôr em questão os matizes da diferença de indivíduos surdos que, nas suas construções identitárias, vão afirmando, pelos seus gestos e jeitos, uma positivação de si mesmos, não sem conflitos e contradições. Neste sentido o amálgama de fontes e correntes teóricas distintas se faz presente, seja no que há de pontos convergentes e divergentes, seja, talvez ainda mais significativo, no que há de intersecção. A pesquisa teve como campo a Associação de Surdos de João Pessoa ASJP, localizada no Bairro da Torre, na cidade de João Pessoa-PB. Observação participante e realização de entrevistas foram os principais recursos técnicos e metodológicos, para a consecução de material a ser analisado. Os discursos dos indivíduos surdos foram demonstrando a multiplicidade de percepções do mundo quando, nos seus processos de subjetivação e nas práticas de sociabilidade, além de uma movimentação política e atuação cidadã, deixavam entrever a apropriação que faziam daquilo que se pensa e produz sobre e para eles. As conclusões iam se delineando, não aconteceram depois, numa espécie de: "finalmente, pode-se concluir que..." O devir esteve em curso, indicando que os surdos, falando em Língua Brasileira de Sinais-LIBRAS ou português, são tão diferentes quantas são as possibilidades de manifestações pessoais e coletivas nas suas relações cotidianas, seja nas comunidades surdas, seja no convívio com os ouvintes, dos quais não vivem isolados. A falta de audição influencia assim como tê-la e nunca ter parado para pensar nisso , mas não determina e define suas diferenças. Estas são tão simples ou complexas como, podem ser expressas, em quaisquer pessoas que tenham ou não isso ou aquilo. Os binarismos os aprisionariam.

Cette thèse s’intéresse des relations interpersonnelles entre les sourds et les entendants, qui partagent de multiples frontières : spatiales, sociales, ou intersubjectives. L’incompatibilité communicationnelle entre eux envoie aux barrières relationnelles et interactionnelles, générant des rapports déséquilibrés entre la société dominante entendante et la minorité sourde. D’une part dans son espace social le sourd est confronté aux incapacités d’expression authentique freinant son affirmation identitaire et affectent son image sociale. D’autre part l’entendant est heurté à des blocages communicationnels qui rendent son parcours émotionnellement éprouvant. Questionnant cet éternel processus d’échec communicationnel, l’objectif de ce travail est de mieux réfléchir à un rapprochement possible des sujets sourds et entendants au-delà du partage des connaissances linguistiques, et cela par le biais de transformation de l’espace social en celui d’apprentissage. La recherche a été réalisée dans le cadre de l’éducation non formelle, en mettant en place une rencontre multiculturelle, qui a réuni en 2011 des jeunes sourds et entendants de 18 à 30 ans, provenant de France, d’Arménie, d’Allemagne et de Biélorussie. Utilisant des outils pédagogiques adaptés, les participants ont été invités à créer leurs propres modes de communication, essayant de dépasser les barrières linguistiques, mais aussi celles représentationnelles et personnelles pour surmonter les obstacles qui les différencient. La recherche a été focalisée particulièrement sur le parcours du sujet entendant. Les analyses ont permis de modéliser le parcours observé de l’entendant dans un espace d’apprentissage, avec une possible évolution du sens projetée vers une tri-dimension spatiale et temporelle, c’est-à-dire Eros (sensitif-affectif), Logos (socio-cognitif), et Muthos (ouverture vers une dynamique de questionnement. / The purpose of this thesis is to focus on interpersonal relationships between deaf and hearing people who share multiple borders - spatial, social and intersubjective. The communicative incompatibility leads to relational and interactional barriers, generating an unbalanced relationship between the dominant hearing society and deaf minority. From one side, a deaf person constantly faces a social space where they’re not able to express themselves authentically, which hinders their identity affirmation and affects their social image. From the other side the hearing person encounters communicational obstacles that make their emotional experience difficult.Questioning the abovementioned eternal communicative failure process, the objective of this research study is to think about a possible deaf and hearing rapprochement beyond of sharing of language skills through the transformation of social spaces into learning ones. The current study was conducted in the context of non-formal education, by establishing a multicultural meeting of among, young deaf and hearing people from 18 to 30 years in France, Armenia, Germany and Belarus in 2011. Developing appropriate pedagogical tools, participants have been invited to create their own forms of communication, trying to overcome language barriers, but also the representational and personal ones, in order to overcome relational distances. This study particularly focused on the hearing participant’s personal experience. The analyses lead the researcher to model the observed hearing participant’s experiences of the learning space, in a possible evolution of sense, projected along spatial and temporal tri-dimension – Eros (sensory -emotional) , Logos (socio- cognitive) and Muthos (openness to new self-questioning capacities) .