Literatura surda e letramento literário : conexões com vivências pedagógicas na disciplina introdução à libras

Abstract

The general objective of this research is to analyze the perceptions of undergraduate students about Deaf Literature and literary literacy profile, considering pedagogical experiences carried out in the subject Introduction to LIBRAS, of the History Degree Course, face-to-face modality, of the Federal Rural University of Pernambuco-UFRPE.As for the specific objectives, we listed: 1. To study the conceptions and characteristics of Deaf Literature, considering a systematic mapping of research in the area; 2. To identify the literary literacy profile and perceptions about Deaf Literature of students of the Introduction to LIBRAS discipline, of the Bachelor's Degree in History - UFRPE, semesters 2023.1 and 2024.1; 3. To propose a didacticpedagogical intervention to approach Deaf Literature in the context of the Introduction to LIBRAS discipline. To support this investigation, we used the approaches of Karnopp (2010); Sutton-Spence (2021); Rosa (2011); Muller (2012); Queiroz (2020); Bosse (2019); Mourão (2019); Rocha (2022); Mourão (2011, 2016); Campos (2017); Alencar (2019); Silveira (2015); Rosa (2017), who discuss Deaf Literature, as well as Candido (1995) contributions on the Right to Literature as an inalienable human right. In addition, we explore Cosson (2006) approaches to literary literacy. Regarding the methodological design, it is a research applied in the context of the Introduction to Libras discipline at the Federal Rural University of Pernambuco/UFRPE, which took place in two academic semesters 2023.1 and 2024.1, of the Bachelor's Degree in History. The study was configured as action research Thiollent (1986), with a qualitative approach Araújo (2012), considering the stages of didactic planning and pedagogical intervention. We applied two questionnaires in different classes of the Bachelor's Degree in History. The first was online, prepared on the Google Forms platform, a semi-structured instrument, composed of closed and open questions, applied to students enrolled in the 2023.1 class. The second and third stages were carried out in person, with the application of printed questionnaires containing 5 mixed questions. Then, we carried out a pedagogical intervention with the 2024.1 class, so that the students produced books of works of Deaf Literature. The content analysis was based on the proposal of Bardin (2020). As results from the 2023.1 and 2024.1 classes, we observed significant contrasts. In the 2023.1 class, we found that approximately 70.8% of the participants reported having knowledge about Deaf Literature. The 2024.1 class revealed a worrying reality, the vast majority of students are not aware of the existence of this literary world, with only six students showing some familiarity with the topic. We infer that the literary literacy profile of undergraduate students still needs to be improved given their still incipient relationship with literature, especially considering the students' knowledge of Deaf Literature. The fact that a considerable number of students state that they read literary works, with moderate frequency, and a low adherence to digital reading. In the final stage, dedicated to the practice of book production, we observed that, even with little knowledge about the literary world of the deaf community, the students engaged in the didactic proposal by making literary adaptations and authorial creations.