Narrativas em libras como dispositivo formativo para tradutores e intérpretes de libras voltadas ao público infantil surdo

Abstract

The work of translators and interpreters of Libras/Portuguese Language with deaf children is a big challenge, especially when the children are in the process of late language acquisition, as commonly occurs with deaf children. This paper aims to analyze the strategies used for the construction of a version of narrative in Libras, aimed at deaf children, considering that they are still in the process of language acquisition. That is, to understand the possibilities of the construction of statements with imagistic descriptions and visual elements that favor the interaction and understanding of deaf children through literary stories or didactic productions by Libras. For the research we selected literary materials in Libras from the project called #CasaLibras and that were indicated as favorable products for the deaf children community for the discursive quality and visuality in the enunciative production. As a methodological procedure, we followed the analysis of children's storytelling videos from this project. These analyses will contribute to the training of translators and interpreters of Libras/Portuguese Language once we have highlight visual structural resources in the composition of imagery elements in Libras aimed at deaf children. The research steps were: selecting 6 (six) media produced by 3 (three) deaf and 3 (three) listeners in the project #CasaLibras; we sent to a group of deaf children to indicate which narratives were more enjoyable to them; we surveyed the media by selecting the most voted materials; interviewing each of the narrators of the 3 most voted videos; we raised highlights of visual strategies. As a result, the research showed that the components presented about strategies aimed at deaf children are fundamental to provide a storytelling that deaf child not only understand more, but also feel a desire to be part of the narrative. This happens by the playfulness that was provided through these resources announced by the narrators and demonstrated in our analysis.