Children´s literature as a possibility for teaching of Portuguese as an additional language for the deaf community

• Autor(a) principal: Cortez, Mariana
• Data de Publicação: 2024
• Outros Autores: Torres, Anyie Lorena Cajamarca, Martiny, Franciele Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias (Cascavel. Online)
• Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/32093
• topic: Português como Língua Adicional; Literatura; Proposta didática com mediação da leitura e escrita; Comunidade surda; Portuguese as an additional language; Literature; Didactic proposal with mediation of reading and writing; deaf community

Literature plays an important role in the development of human beings, as it humanizes, transforms, teaches, constituting itself as an inherent element in learning about meaning and life and contributing to imagining new realities (Candido, 1972; Garcia 2015; Pereira, 2015; Abrahão; Pereira, 2015). In view of this, the present work had as its main objective to reflect on its interventional role through the mediation of reading a children's book as a didactic-methodological (Petit, 2013) possibility for teaching Portuguese as an Additional Language (PLA) to deaf students, presenting a didactic proposal with the aim of literary text “Nós” (Furnari, 2000) in a descriptive way wich its steps and guidelines. The proposed study methodology is of a qualitative nature, aiming at the creation of pedagogical practices that are relevant to the training of teachers for the development of meaningful and inclusive practices in classrooms. To this end, we discuss for Portuguese teachers in schools based on reflections and propositions on the difficulties and specificities of learning in the deaf community (Fernandes, 2005; Quadros; Karnopp, 2014; Quadros; Schmiedt, 2006) in dialogue with theories that consider the importance of the social function, educational and artistic literature.