Federal University of São Paulo, Brazil
Thesis: Teaching-learning process of the Portuguese language by distance education for deaf students in the social-historical-cultural perspective – Challenges and Possibilities
Research Supervisor: Dr. Sueli Salles Fidalgo
Since my undergraduate studies, I have been interested in Vygotsky’s social-historical-cultural perspective because I was able to realize how this theory explains human development in a broad, complex and profound manner. My master’s degree research was based on Vygotskyan theoretical-methodological concepts, since they drew my attention to the intricate relations established in classrooms.
In my doctorate research, once more the concepts designed by Vygotsky will be important for the study I intend to carry out, that aims at designing and offering a Portuguese course in Brazilian Sign Language for deaf students by distance education. The theme of the present work is “Teaching-learning process of the Portuguese language by distance education for deaf students in the social-historical-cultural perspective – Challenges and Possibilities”. The research issue encompasses the ineffectiveness of Portuguese teaching-learning for deaf students, as well as the lack of distance education courses for the deaf in Brazil. I am a pedagogue and for 12 years I taught deaf students in Elementary Schools, which has given me some experience, along with concerns about the complex teaching-learning process of Portuguese as a second language (L2).
As matters stand, I seek to extend my knowledge about the Vygotskyan social-historical-cultural theory, in order to better understand the human development processes, directing them to the issues of deafness, language – both first and second language – given that my work follows the line of thought of the second language teaching-learning process. For this purpose, during last semester I attended post-graduation classes about “Vygotsky: Discussion about the social-historical-cultural theory”, where there were reading based debates about the concepts of zone of proximal development and social compensation, egocentric speech and internal speech, higher mental functions, among other key aspects. Now, I would like to take part in the 7th ISCAR Summer University for doctoral students in Historical-Cultural Psychology: interdisciplinary research perspectives and social practices. I strongly believe that this event will enhance and strengthen my knowledge, contributing in a decisive manner to the research issue I investigate for my Doctoral dissertation thesis, since it annually gathers professionals with large experience and expertise in Vygotskyan concepts, as well as other doctoral students from a wide variety of paths, courses and studies.