Deafblindness and anchor points in remote teaching: translanguaging as a possible path

• Autor(a) principal: Rocha, Bárbara Pereira de Alencar da
• Data de Publicação: 2023
• Outros Autores: Tavares-Santos, Valdiceia, Silva, José Vicente Rodrigues da, Silva, Kleber Aparecido da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Horizontes de Linguística Aplicada
• Texto Completo: https://periodicos.unb.br/index.php/horizontesla/article/view/43985
• topic: Surdocegueira. Pandemia. Práticas translíngues; Surdocegueira; Pandemia; Práticas translíngues; Deafblindness; Translingual practices; Pandemic

This article discusses a didactic experience in remote education, in the pandemic period. The challenges faced by the teacher-guide-interpreter in teaching, in the adequacy of strategies and material and the relationship established with students before the pandemic, are addressed throughout the discussion. For this, we will report the experience of a guide-teacher and two deafblind students in a school of Youth and Adult Education (EJA) in the Federal District (DF). This experience brought us to the concepts of translinguage and translanguage practices because we observed how these practices occurred in the context presented, even without the teacher's intention to adopt this practice. We examined the course of the virtual class and the transition of the teacher, students, and family members between braille, Libras, typing, oral and written Portuguese, the use of images, gifts and emoticons, present during the pedagogical action. As a result, we understand that the pedagogical work during the pandemic demanded new actions that moved the functioning of the curriculum and didactics. We also concluded that in the education of deafblind students it is desirable to build a partnership with the family. Moreover, we understand these practices, as a linguistic arrangement in the education of the deafblind, through the exploration of the students' linguistic repertoires.