O letramento visual em materiais didáticos bilíngues para surdos (Libras língua portuguesa) escolhas e práticas pedagógicas do professor surdo

Abstract

Nowadays, in Brazil, there are some issues related to the Deaf teachers’ pedagogic choices and practices that effectively reach the Deaf student in their linguistic specificities. When considering this theme, we rely on Soares (2004) and Lebedeff (2017) studies, which bring the Visual Literacy as a possibility in the teaching-learning process of Deaf students, approaching a visual context similar to how Deaf people see and understand the world. Within this study, with the research-action methodology, our objective is to reflect upon our own pedagogic practice and rethink our challenges and problems, besides thinking how to overcome those difficulties in the school daily routine and in the teaching of Portuguese as a second language (PL2). We proposed, then, the analysis of a proposal about the use of Visual Literacy as central basis of pedagogic practices and bilingual materials, in Libras (Brazilian Sign Language) and Portuguese, produced according to a bilingual perspective, defended by authors such as Quadros (2011), Fernandes (2013), Perlin (2012), among other researchers of the Education for Deaf People. Therefore, this investigation aims at presenting the paths used from the experiences of the teaching practice in the bilingual context of the Education for Deaf people, under a unique look by the same Deaf teacher. According to the results obtained from data analysis, we identified issues related to teaching of PL2, to the applicability of the Bilingual Materials for Deaf People (MDBS), and to the strategies of the bilingual teaching. Those findings can contribute to a better comprehension of how the Visual Literacy can help the PL2 education at elementary school of bilingual education, orienting teachers and professionals involved in this kind of activity, related to challenges intrinsic to the Deaf people education and the schools in this context.