Letramento literário no atendimento educacional especializado : desafios e perspectivas para o leitor surdo

• Ano de defesa: 2018
• Autor(a) principal: Silva, Ana Júlia Costa Chaves
• Orientador(a): Anjos, Isa Regina Santos dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação de surdos; Letramento literário; Literatura; Leitura
• Palavras-chave em Inglês: Deaf education; Literature-based literacy; Literature; Reading
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/9004

This research aimed to investigate the contributions and uses of literature in the process of literacy of the deaf students in the room of Specialized Educational Assistance (AEE). This study is based on Cosson method and the theoretical reference of Vigotsky, Freire, Cosson, Karnopp, Soares, Cândido, with regard to studies on Literature-Based Literacy, Deaf Education and Identity. As a target group the four deaf students enrolled in a public school, located in the municipality of Lagarto / SE. The methodology was constructed under a qualitative approach, based on semi-structured interviews, directed to the classroom tutor and to each student, on issues pertinent to the circulation of literature in the environment of the Multifunctional Resources Room. The work was based on the procedures of participatory descriptive research, whose investigative tools consisted in the application of the four stages of the Basic Sequence: Motivation, Introduction, Reading and Interpretation, focusing on reading and writing motivation and socialization through two literary works, Ane e Jota: Amigos de Mundos Diferentes, by Luciane Rangel and Asa de Papel, by Marcelo Xavier, who corroborated with the learning of the deaf subject in terms of their linguistic and socio-cultural formation. The interpretation of the data is based on the content analysis proposed by Bardin. The research made it possible to explain an important knowledge built on Literature-Based Literacy applied to deaf students, similarly revealing that there is a gap in this process, which arises as ratification, so that the curricular components of acquisition of reading, interacting naturally, with its natural language - the Brazilian Language of Signals - the L1, and concomitantly, with the writing in Portuguese Language - the L2, based on social practices. The main results of the research intended to understand the limits and reach of the students as readers, detecting their potentialities, which were worked on in the development of the Basic Sequence. The results of this investigation allowed to draw a picture about the insertion of Literature-Based Literacy in an ESA room and to know the possibilities and challenges inherent to this practice in the education of deaf students.