Brincar com as mãos: narrativas do brincar simbólico de crianças surdas

• Fochi, Paulo Sergio ^[1] ; dos Santos Ferreira, Maurício ^[2] ; Maidana Alflen, Bianca ^[2]
  1. [1] Universidade do Vale dos Rios dos Sinos - Unisinos
  2. [2] Universidade do Vale do Rio dos Sinos - Unisinos
• Localización: Zero-a-seis, ISSN-e 1980-4512, Vol. 24, Nº. Extra 1, 2022, págs. 811-832
• Idioma: portugués
• Títulos paralelos:
  • Playing with hands: narratives of symbolic playing by deaf children
• Enlaces
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• Resumen
  • English

    The present article was concerned with investigating the symbolic playing of deaf children. The research is supported to studies by Vygotsky (1989) and understands deafness from its linguistic and cultural differences (WITCHS, 2019; LOPES, 2013). The empirical material of this research is the result from observations of sessions of symbolic play, in which deaf children from 7 to 13 years of age participate. From this, three categories of analysis unfold: Objects, encounters and reinventions: where we analyze the relationship of children with objects and toys; Biculturality, presences and absences; where we look at children's play identifying the marks of deaf culture and hearing culture in this bicultural movement; and Ads and narratives: where we analyze the relationship between language and narratives present in the symbolic game. Concluding that language is fundamental to the playful experience, not only the language regarding the “word”, but the intrinsic language in the actions.

    The present article was concerned with investigating the symbolic playing of deaf children. The research is supported to studies by Vygotsky (1989) and understands deafness from its linguistic and cultural differences (WITCHS, 2019; LOPES, 2013). The empirical material of this research is the result from observations of sessions of symbolic play, in which deaf children from 7 to 13 years of age participate. From this, three categories of analysis unfold: Objects, encounters and reinventions: where we analyze the relationship of children with objects and toys; Biculturality, presences and absences; where we look at children's play identifying the marks of deaf culture and hearing culture in this bicultural movement; and Ads and narratives: where we analyze the relationship between language and narratives present in the symbolic game. Concluding that language is fundamental to the playful experience, not only the language regarding the “word”, but the intrinsic language in the actions.

  • português

    O presente trabalho ocupou-se em investigar sobre o brincar simbólico das crianças surdas. A pesquisa está apoiada pelos estudos de Vygotsky (1989) e entende a surdez a partir de suas diferenças linguísticas e culturais (WITCHS, 2019; LOPES, 2013). O material empírico desta pesquisa é fruto de observações de sessões do brincar simbólico, no qual participam crianças surdas de 7 a 13 anos de idade. A partir disso, desdobram-se três categorias de análise: objetos, encontros e reinvenções, na qual se analisa a relação das crianças com os objetos e brinquedos; biculturalidade, presenças e ausências, na qual se olha para a brincadeira das crianças, identificando as marcas da cultura surda e da cultura ouvinte nesse movimento bicultural; e anúncios e narrativas, em que é analisada a relação da linguagem e das narrativas presentes no jogo simbólico. Conclui-se que a linguagem é fundamental para a experiência lúdica, não somente a linguagem no que se refere à “palavra”, mas a linguagem intrínseca nas ações.