Metáforas criativas : processo de aprendizagem de Ciências e escrita da Língua Portuguesa como segunda língua pelo estudante visual (surdo)

Abstract

This research has as subjects visual students (deaf) from the Rede Pública de Ensino de Cuiabá e Várzea Grande (Public Network of Cuiabá and Várzea Grande Education), Mato Grosso, participants in a learning process of Biological Sciences content, and writing in Portugese Language as a second language (L2), with the partnership of the teacher, in which both are considered as central characters at the moment of interaction. The proposal for a new concept of the word DEAF to VISUAL, in a social perspective, permeated every single path of this study, with references from the philosopher Aristotle period, to contemporary contexts. The study relied on the Creative Metaphors by the visual participants, which were brought up in the learning process for the construction of new meanings agreements, designed as individual metaphors at the moment of creation, but collective as products of socio-cultural and historical experiences of each subject.The research is qualitative, with the thinkers Mikhail Bakhtin and Lev Vygotsky, the Cuban researcher Fernando González Rey, besides the teacher and Brazilian researcher Hildo Honório Couto as the theoretical basis. The core objective of this study is the practicable linguistic process of visual students in the writing-focused construction of knowledge in the field of Biological Sciences, from a humanist and exotopic perspective, reflected in the pedagogical and methodological actions, which conceives the learning ability of the visual subject as Efficient and not as Deficient. Taking advantage of educational tools, sometimes conventional, sometimes innovative, the methodological approach of this research included lectures, workshops, and other activities in the period from 2013 to 2015, in an extension course held at the Universidade Federal de Mato Grosso (Federal University of Mato Grosso). The written production of the visual participants in the course of the theoretical and practical actions shared in the classes were also taken as data generation source. They were analyzed in an attempt to understand the process of learning of Biological Sciences and of Portuguese Language writing. The effective and consistent use of written Portuguese as a second language, within the respective grammar rules, was obtained as a result, besides the broad learning of knowledges in the field of Biological Sciences. It can be concluded that the educational understanding that the visual student has a logic in his learning, which is proper and unique, is urgent. The verb to learn is also a process in which the teacher must insert and admit himself as a lifelong learner.