Literatura surda no ensino fundamental: significando a educação de surdos

Abstract

The literacy of deaf students remaining important to understand the deaf culture to present the history perspective of the school, especially in deaf literature has a specific influence on the life of a deaf subject, currently, day by day, studies have several subjects on deaf literature, relate to deaf culture and the school. Elementary school education understands the area of education for the deaf, the perspective of teaching makes the subject deaf, whether communication through their first language is Libras (Brazilian Sign Language) begins to be accepted, the objective of speech domain word visual language. The importance of deaf culture and deaf identity regarding presenting deaf literature possible literary productions of stories, short stories, poetry, theater, deaf writers and everything, the cultural contributions of deaf communities, an important challenge of visual communication. The education of the deaf has some important aspect to be considered for the educational process at school, it is extraordinary presence deaf teacher works methodology of elementary school of the school that participates in the deaf community, because the deaf student possible to perceive appears the literary deaf teacher contact deaf identity acquiring movement from the school regarding the space of deaf literature. The theories on the theme “Literature in Elementary Education: Meaning of Deaf Education” present several authors Sutton-Spence (2021), Karnopp (2008), Garcia (2009), Caldas (2012), Franco (2013), Kyle (2013), Karnopp (2012) and others. In summary, the justification is based on the importance that the act of reading has for any child and/or adolescent in the process of language acquisition through reading and writing. The child and adolescent that the language acquisition process encourage perspective their linguistic differences, their culture and their deaf identity scientific, technological and human references propose. The reflection has so many questions about the education of the deaf, and the important result of the research is: Why does deaf literature represent deaf culture and the acquisition of Libras at School? The teaching process of deaf literature learning through methodology for visual resources, quality reasoning represents deaf culture and deaf identity valuing interests of technological content taught.