Trama dos fios : educação linguística e letramentos críticos e visuais de português e inglês na educação bilíngue de surdos

Abstract

The aim of this research is to analyse the possible contributions of critical and visual literacies in Portuguese and English language education both considered here additional languages – in a bilingual school for deaf students in the Midwest Region of Brazil, with deaf students from the 8th and 9th grades, during 2018 and 2019 school years. The classes for both Portuguese – in Portuguese classes, in written modality – and English – in English classes, also in written modality – occur mediated by Brazilian Sign Language (LIBRAS). This thesis moves on theoretical basis of literacies (STREET, 2014), specifically the critical literacies (JESUS, 2018; JORDÃO, 2014, 2015, 2016, 2018; MENEZES DE SOUZA, 2011a, 2011b; DUBOC, 2015, 2018; FERREIRA, 2018; MONTE-MÓR, 2011, 2013, 2015); visual literacies (FERRAZ, 2014, 2018; FERRAZ e KAWACHI-FURLAN, 2019; MIZAN, 2014, 2018; ROSE, 2007). And also by additional language teaching theories (SCHLATTER; GARCEZ, 2009, 2012). It encompasses concepts such as translanguage, dynamic bilingualism and linguistic repertoire (GARCÍA, 2015; GARCIA, COLE, 2016). The expression Language Education in Deaf Additional Languages (ELLAS), in this research, refers to both the language education process of written Portuguese and English with the Brazilian Sign Language as the first language of the deaf signer student. The methodology fits within a paradigm of qualitative research of school ethnography type (ANDRÉ, 1995; CRESWELL, 2014; BORGES, 2018). The main instruments for data generation were filming, photographs, classes transcription and interviews, activities carried out in the classroom, field notes and observation. The results indicate that critical and visual literacies are in line with the expression and production signaled in Libras, contribute to a greater understanding and interpretation of visual and written texts, and the perception of reading and writing practices as a moment of learning. Besides, it’s observed an involvement of students in collaborative learning practices which relate to their literacy and social practices, once supported by critical teaching (or critical language education) mediated by Libras.