Abstract
Neste artigo tematizamos o conceito de letramento a partir da sua retomada nos estudos sobre educação de surdos. Analisamos e argumentamos como esse conceito foi alçado para ressignificar o entendimento das práticas escolares desenvolvidas com alunos surdos, mais especificamente, o ensino da leitura e da escrita em português, num conjunto de textos pertencentes a três publicações – duas do início dos anos 2000, relacionadas a eventos científicos relevantes na área, e outra mais recente, do ano de 2018. Conforme pretendemos mostrar, esses trabalhos constroem, inicialmente, uma interlocução entre o conceito de letramento como prática social e o conceito sociolinguístico de bilinguismo (re)apropriado ao projeto de educação bilíngue para surdos. Nesse processo, instauram-se práticas de língua(gem) específicas a esse contexto, com repercussões diretas no modo como o letramento em sala de aula com alunos surdos vem sendo pensado até os dias de hoje.
Highlights
In the mid-1990s and early 2000s, a new vision of literacy studies emerged in Brazil that contrasted with earlier research, since to understand the way literacies practices functions in both society and the classroom, research focused on linguistic and cognitive issues alone no longer seemed sufficient, given that it obfuscates more complex understandings of literacies as cultural phenomena (SIGNORINI, 2004)
This event resulted in a book entitled Leitura e Escrita: no Contexto da Diversidade (Reading and Writing: in the Context of Diversity) (2004), which is analyzed together with the previously mentioned publication, as milestones that, due to the way they approach the concept of literacy in deaf education, represent a theoretical vanguard (LODI, 2012, p. 10) approach in deaf education studies
According to Teske (2012, p. 31), the deaf education social movement and the literacy movement are “[...] processes related to the current political system”7 that both strive after deeper understanding of and broader limits for literacy discourse and practice and, in this process, seek change in the rules, political procedures and forms of participation in political systems (TESKE, 2012, p. 31)
Summary
In the mid-1990s and early 2000s, a new vision of literacy studies emerged in Brazil that contrasted with earlier research, since to understand the way literacies practices functions in both society and the classroom, research focused on linguistic and cognitive issues alone no longer seemed sufficient, given that it obfuscates more complex understandings of literacies as cultural phenomena (SIGNORINI, 2004). The following March, the Second Literacy and Minorities Forum was held at the Rotary Foundation of São Paulo, organized jointly by three educational institutions: the Universidade Metodista de Piracicaba, the Division of Education and Rehabilitation of Communication Disorders of the Pontifícia Universidade Católica de São Paulo and the São Paulo Rotary Foundation’s Special School for Deaf Children This event resulted in a book entitled Leitura e Escrita: no Contexto da Diversidade (Reading and Writing: in the Context of Diversity) (2004), which is analyzed together with the previously mentioned publication, as milestones that, due to the way they approach the concept of literacy in deaf education, represent a theoretical vanguard According to Teske (2012, p. 31), the deaf education social movement and the literacy movement are “[...] processes related to the current political system” (my translation) that both strive after deeper understanding of and broader limits for literacy discourse and practice and, in this process, seek change in the rules, political procedures and forms of participation in political systems (TESKE, 2012, p. 31)
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