Letramento literário infantil: uma leitura da obra O feijãozinho surdo, de Liège Gemelli Kuchenbecker

Abstract

This study focuses on practices of children's literary literacy as a promoter of inclusion and integration between deaf and hearing individuals, using the book O Feijãozinho Surdo by Liège Kuchenbecker as its object of study. The research seeks to answer the question: how can the selection of specific literary works and appropriate mediation contribute to inclusive dialogue in the bilingual context? The general objective is to analyze the selected book, observing how the author promotes integration between deaf and hearing individuals through literature. The specific objectives include studying fundamental concepts related to early childhood education, literary and visual literacy; discussing pedagogical strategies for the formation of critical and autonomous readers; and investigating practices that foster inclusion. The theoretical framework is based on authors such as Lebedeff (2017), Soares (2009), Cosson (2006), and Ramos (2011), among others, highlighting the relationships between literature, literacy, and cultural identity. The methodology, referential and descriptive in nature, involves reading theoretical materials, conducting a critical analysis of the book, and identifying elements that integrate text, sign writing, and illustrations. The results indicate that O Feijãozinho Surdo, by combining resources such as Portuguese, sign writing, and illustrations, exemplifies inclusive pedagogical practices that value deaf culture and promote dialogue between different communities. The book emphasizes the importance of literary and visual literacy as tools for constructing meaning, representation, and strengthening deaf identity, contributing to the formation of critical readers in a bilingual and inclusive educational environment. Thus, the study highlights the relevance of children's literature as a means of social and educational transformation, aligned with the principles of diversity and inclusion.