摘要:This paper emphasizes Lhe importance of narratives on the organization and interpretation of interpersonal experiences. Through a socio-cultural constructivist perspective, and using a qualitative epistemology, the communicative and meta- communicative processes that occur in Lhe reading room of an inclusive school for deaf students during sign language literary narratives are analyzed. Emphasis is given to aspects that promote the inclusion of deaf narrators through some episodes showing interactions among deaf students and their teachers and deaf students and their hearing peers. Finaliy some considerations are made in arder to enhance the quality of inclusive strategies.
其他摘要:This paper emphasizes Lhe importance of narratives on the organization and interpretation of interpersonal experiences. Through a socio-cultural constructivist perspective, and using a qualitative epistemology, the communicative and meta- communicative processes that occur in Lhe reading room of an inclusive school for deaf students during sign language literary narratives are analyzed. Emphasis is given to aspects that promote the inclusion of deaf narrators through some episodes showing interactions among deaf students and their teachers and deaf students and their hearing peers. Finaliy some considerations are made in arder to enhance the quality of inclusive strategies.
关键词:Narratives;Deafness;Sign language;Inclusion;Socio-cultural constructivism.;Narrativas;Surdez;Língua de sinais;Inclusão;Construtivismo sociocultural.