Situações de incompreensão vivenciadas por professor ouvinte e alunos surdos na sala de aula: processos interpretativos e oportunidades de aprendizagem

This dissertation presents a research of interpretative process about what is said or happens among deaf students and their teacher in the classroom. For this, misunderstanding situations occurred in classroom are analyzed, in which the participants (teacher and deaf students) possess varied knowledge of Brazi l ian Sign Language (LSB). The data for this research is generated through participant-observation (SPRADLEY, 1980), a second grade classroom in a Publ ic Elementary School in Belo Horizonte, during the year of the 2007 and the first semester of 2008. The classroom had 13 students, 4 girls and 9 boys, of ages varying between 13 and 15 years old. Exploring notions and concepts of sociol inguistic, such as contextual ization cues (GUMPERZ, 1982a), frame and schema (GOFFMAN, 1974; TANNEN & WALLAT, 2002), this study of fers elements to better understand how these students and their teacher use their distributed knowledge to construct opportunities for learning language and academic content and how inferential processes were constitutive of this construction. Furthermore, the analysis carried out evidenced that discoursive interaction in Libras contributed for individual learning of the academic content and for the construction of commom understanding of school activities.