MathLibras in the amusement park
a linguistic, mathematical and audiovisual resource analysis
DOI:
https://doi.org/10.23925/1983-3156.2023v25i1p336-362Keywords:
Mathematics teaching for deaf, sign language, video, video lessonsAbstract
This article aims to present the analysis of the video Addition in Libras – Sum 5, from the MathLibras project, based on critical events selected by the authors, about the constructed narrative, considering the use of at least one of these three analytical parameters: linguistic, mathematical or audiovisual resources. The MathLibras project is developed at the Federal University of Pelotas and aims to develop Mathematics video lessons in Libras. Note that the video Sum 5 is an original production in Sign Language and not a translation. Some scenes were selected for the analysis of the video and considered as critical events by the team: (a) popcorn bag, (b) carousel, (c) ghost train and (d) Ferris wheel. As conclusions, the pattern in the narrative strategy used by the deaf actor stands out, which is the consecutive use of classifiers and imagetic descriptions and also the understanding that the parameters that build the narrative are inseparable, evidencing the joint work done by the team from initial video production, recording, to final editing.
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References
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