Letramento visual no ensino de libras: uma análise de elementos multimodais utilizados por alunos surdos em apodi - rn

• Autor(a) principal: Ferreira, João Batista Neves
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Digital da Universidade Federal Rural do Semi-Árido (RDU)
• Texto Completo: https://repositorio.ufersa.edu.br/handle/prefix/5310
• topic: Alunos surdos; Letramento Visual; Elementos multimodais; deaf students; Visual literacy; Multimodal elements; Libras; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

Based on the concept of visual literacy to explain new teaching practices in Libras, the present study consists of the analysis of visual literacy by deaf students in a public school in the interior of Rio Grande do Norte, a context which faces great challenges to offer specific teaching methodologies for the learning process of Libras. These students identify a visual, detailed and perceptual image, especially when we analyze the Brazilian Sign Language (Libras) as the first language (L1). Taking into account an experimental visual proposal in the classroom, we propose to describe how the visual literacy of deaf people occurs in the teaching-learning process of Libras, considering the multimodal elements and the didactic material used. Our theoretical framework is grounded on discussions regarding multimodal elements of (KRESS; VAN LEEUWEN, 2006; ROJO, 2012; GNL, 1996), visual literacy (OLIVEIRA, 2006; LEBEDEFF, 2004; 2005; 2010; ROCHA, 2008; DONDIS, 2007; SANTAELLA, 2012), didactic material (SOLANGE, 2010; GESSER, 2012) and the teaching-learning of Libras as L1 (FELIPE, 1989; 1992; 2006; BRITO, 1993;QUADROS, 1997) .The exploratory methodology consisted of lesson planning and classroom observation throughout eight meetings of a Libras course in an AEE class, in the city of Apodi-RN, in addition to the analysis of teaching material in the teaching of Libras for deaf students. As for the methodological tools, we administered questionnaires to the teacher and the students in class, which also served as a corpus. Results point to the concern with methodologies that involve the student's reality for the new learning, ranging from the knowledge of Sign Language to the social practices in contexts beyond the school. Bearing that in mind, we present as methodologies some visual strategies through the analysis of the debate on multimodal elements, and the results from the literacy experience in the school context where deaf students naturally learned the proposals of teaching of Libras supported by visual literacy.