Construindo processos de literatura surda na escola: reflexões, ações e propostas

• Ano de defesa: 2019
• Autor(a) principal: Alencar, Joyce Gomes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Letras e Linguística; UFAL
• Palavras-chave em Português: Linguística aplicada; Literatura – Crianças surda; Crianças surda - Linguagem; Estudo e ensino; Gêneros literários – Língua de sinais; Applied Linguistics; Literature - Deaf Children; Deaf Children – Language; Study and teaching; Literary Genres - Sign Language; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/5854

The present paper aims to reflect on the efficacy of the different literary genres in signs language for the deaf, showing that these can be used as methodology by the educator, positively assisting the educational process of deaf students, having as a goal the aspects of teaching-learning of deaf literature as a marker of cultural construction and deaf identities of students in the school research field. The proposal of this research is based on the use of deaf literature, as a tool for the development of language as a way to help in literary productions of signs language. There are three main goals: the first is to identify the needs of the school to work the deaf literature, verifying if the institution has the presence of literary in sign language that best meet the deaf students enrolled in the elementary school, the second is to prepare a proposal for teaching of deaf literature and apply the acquired knowledge effectively, executing and demonstrating what is actually understood by deaf literature; and finally to reflect on the importance of Deaf literature in the process of teaching and learning. The teaching of Deaf Literature is important because it is a pedagogical tool that allows the deaf person's awareness and knowledge of their culture and identity. The method of qualitative research methodology was chosen as an element of possibility to open paths to investigate, seeking information in the environment that would enable the research to be developed, "for thinking about what it does and for interpreting its actions within and from the reality lived "(MINAYO, 2016). The research was divided into three stages: field research, qualitative data analysis and research with participatory intervention. As data collection instruments, a collective interview with teachers, lesson plans and reflective diaries of the carried out activities. The results of this work are being achieved through research and notes made in the research diary and active participation within the school community, from these surveys it becomes possible to draw up goals and plans with the responsible teacher, proposal and the teaching-learning practice of deaf literature within the bilingual school studied.