| dc.description.abstract | In this dissertation, we seek to verify whether visual resources are present in the praxis of a Portuguese language teacher with deaf students in regular school and analyze how they are explored by her. The data generation were colletted by observing Portuguese language classes in the 8th and 9th grade of elementary school in a public school in the state of Piauí. In addition, a semi-structured interview (audio recorded) was conducted with the teacher responsible for the subject. For data analysis, the paper draws on studies about literacy in its most general aspect, such as those by Soares (2018, 2019), Kleiman (2005), and Rojo (2009). Teacher literacy is also addressed, based on Kleiman, Vianna, and Grande (2013) and Kleiman (2008a). We also highlight reflections on visual literacy, based on Dondis (2007) and Santaella (2012). We can also mention the educational context of the deaf, considering the researches of Fernandes (2006), Lodi and Lacerda (2009). Deafness and Portuguese Language are addressed, in dialogue with Bernardino and Santos (2018) and Schelp (2009). Among the findings of this dissertation, we highlight the fact that visual resources are in the school in different ways, whether in the textbook, in a play, or in Brazilian Sign Laguage (Libras) interpretation, but the treatment given to these resources still places them in a lower level of use in relation to the written text and grammatical studies of the Portuguese language. The absence of visual literacy practices during the observed moments in the classroom indicates that the teacher did not enhance the use of visual resources in the classroom, making use of oriented practices in textbooks, and according to what she considered possible in her classes. In such a context, it is considered important to invest, in continuing education actions, practices that offer to the teacher more subsidies to realize and work more extensively on the literacies that are in the school, besides strategies and interaction possibilities that allow him/her a better understanding of the deaf subject and his relationship with the listeners with whom he/she interacts, intensifying partnerships with Libras interpreters who work at the school. In this way, it is possible to enlarge the possibilities of inclusion and increase the teaching and learning of deaf and hearing people. | en |
