Abstract
The aim of this paper is to present analysis of how to set up a teaching practice based on a proposal for bilingual literary education, held at a school for the deaf in Porto Alegre. The research is part of the field of Cultural Studies in Education and Deaf Studies, that carry out their investigations on the centrality that culture takes on global training processes and social change as well as the constitutive role in the formation of identities and subjectivities. This proposal is justified by the importance of analysis of narratives of teaching practices involving the teaching of school subjects, in culturally articulated manner, so that the main theme chosen permeates the language, experiences and content. The empirical data used in the analysis is based on the record of the activities conducted during the period of teaching practice, setting a total of sixteen videos. The analysis of materials enabled the construction of three categories developed from the peculiarities of the process of telling and retelling stories in a bilingual context surrounding the Brazilian Sign Language (Libras) and Portuguese. The first category explains the experience of telling and retelling stories in a bilingual context, emphasizing the link between reading, writing and translation. The second category deals with the reading of images held by students, especially the perceptions, judgments and expressions produced; the third category reflects on the construction of the narrative by the student. From this research, it is possible to show that the articulated literature to the proposed bilingual education helps to establish connections between languages and cultures as well as between the proposed school subjects.
Highlights
Para a presente análise, utilizamos o total de dezesseis (16) vídeos produzidos durante as aulas, os quais registram os momentos da contação de histórias e os momentos em que os alunos têm contato com livros literários ou outros materiais, produzindo, na sequência, recontos das narrativas sinalizadas
De acordo com Larrosa, “o tempo de nossas vidas é um tempo narrado, articulado em uma história; é a história de nós mesmos, tal como somos capazes de imaginá-la, de significá-la, de contá-la” (LARROSA, 1996, p. 467)
Para começar a análise referente às narrações realizadas pelos alunos, a docente destaca o uso dos operadores de narrativas, já que em todos os vídeos os alunos marcaram o início da história com a sinalização do título do livro e, ao final, com a sinalização da palavra “fim”
Summary
Objetivamos desenvolver mais especificamente a tessitura de significados na educação de surdos, com foco na análise de materiais que evidenciem narrativas sobre a educação literária bilíngue na prática pedagógica com alunos surdos, em vista da ampla e fecunda possibilidade que a temática proporciona. Utilizamos os materiais produzidos na prática pedagógica em uma escola de surdos e nos registros feitos dessa prática utilizados no trabalho de conclusão de curso (GURGEL 2013). Propomos a análise desses materiais tendo como base o resultado de uma experiência pedagógica, em que as potencialidades da literatura operaram de forma expressiva na construção de significados culturais pelos alunos surdos
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