Literatura surda infantil: uma via para além do silêncio

• Ano de defesa: 2019
• Autor(a) principal: Oliveira, Carmen Elisabete de
• Orientador(a): Alves, Lourdes Kaminski
• Banca de defesa: Dal Molin, Beatriz Helena , Lima, Maria de Fátima Gonçalves , Silva, Acir Dias da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Literatura Surda Infantil; Estudos Culturais; Leitura; Escrita; Compreensão de Sinais
• Palavras-chave em Inglês: Deaf Children Literature; Cultural Studies; Reading; Writing; Signal Comprehension
• Área do conhecimento CNPq: LETRAS::LITERATURA BRASILEIRA
• Link de acesso: http://tede.unioeste.br/handle/tede/4255

The proposal of this dissertation is to deepen the Deaf Literature studies, objectifying the reflection about the development of reading, writing and signs comprehension skills, by deaf children, through Children’s Deaf Literature. We verified that the works relative to Deaf Literature take as theoretical substrate the Cultural Studies that rely with bibliography in expansion and with authors like Karin Strobel (2009), Lodenir Karnoop et al. (2011), Marta Morgado (2011), Fabiano Rosa (2011), among others, recognizing the relation between Deaf Literature and Cultural Studies. The studies realized allowed us to reflect about the fundamental concepts on the field of the deaf studies and deafness to the development of literary reading activities, with deaf children, like the concepts “Deaf Studies”, “Deaf Culture”, “Cultural artefacts of deaf people”, “Deaf Identity”, “Signal Language Literature”, “Deaf Literature”. Those conceptual formulations helped us in the knowledge of Deaf Culture and of their artistic and cultural artefacts, their social, aesthetics and communicational dimension and allowed us to reflect about the importance of Children’s Literature books as instruments of accessibility and right to Literature. This is a qualitative, mixed, research, considering bibliographic studies about the theme and application in deaf school context. The practical part contemplated a project developed in Associação Cascavelense de Amigos de Surdos (ACAS), nominated by us as “Tale Hour”, in which we realized reading workshops and storytelling. The workshops were planned from literary narratives signalized in digital book – Um mistério a resolver: O mundo das bocas mexedeiras (2008), from Maria Amin de Oliveira, and A fábula da Arca de Noé (2013), from Cláudio Henrique Mourão, deaf teacher – considering the approaches of Reception Aesthetics, Action-Research and the Capovilla Test, this last adapted to the selected stories, to the public and to the workshops proposal. The conduction of the reading mediation works realized in the workshops was based on the reflections of Antônio Candido (1989), Marisa Lajolo (1986), Regina Zilberman (1985, 2008), Vera Teixeira de Aguiar and Glória Bordini Aguiar (1993), among other authors that defend the literature as a fundamental right of the human being. The deafness is understood, in this dissertation, in the perspective of Socio-Anthropological Studies. The workshops allowed us to reflect about the levels of deaf children’s reading comprehension and how it has been realized the work with Children’s Deaf Literature in this school. For this, it was fundamental to know more deeply the Deaf Literature field, works, authors, main themes and presentation mode, and the acknowledgment of this narrative genre as a branch of Cultural Studies in contemporary perspectives, based on Stuart Hall (2006), Ana Carolina D. Escosteguy (2010), among others.