| dc.description.abstract | Thinking about the language from a dynamic, multifaceted and constantly changing point of view implies respect for the differences between its interlocutors. Respect for and enjoyment of individual student productions, such as work material, and the social group are fundamental to a socio-interactionist view of language. When it comes to including deaf people in the process of socialization through language, there is still a large theoretical gap to be filled in the centers of formation. Therefore, there is such a need to rethink the strategies used in Portuguese classes, so that it does not fall on the mere teaching of normative grammar as a rule. In this context, the argument emerges, because the divergences arise as a result of the confrontation between points of view, that is, the different voices of discourse in the context of social interactions. For this reason, the objective of this research was to analyze the contributions of Portuguese language classes in the construction of argumentation in written texts of deaf and hearing students, in which the introduction of nonverbal language was considered, in an extension course given by the researcher in Letters / Libras course at the Federal University of Pernambuco. Regarding the notion of language, text and textuality, we use the perspectives of Vygotsky, Batktin, Marcuschi, Antunes, Bardin, Bentes, Koch, Krashen, among others. To construct the notion of argument, we rely on Ducrot, Liberali, Toulmin, Perelman, Olbrechts-tyeca, Piglet, Van Eemeren, Henkemanss among others. In order to highlight the theories on the issue of deaf individual and their languages, we visited the works of Quadros, Fernandes, Karnopp, Lacerda, Santos, Caetano, Pereira, Perlin, SkIiar, Souza and Campelo. Finally, far from exhausting the possibilities of analysis of research on nonverbal languages, we review a selection of theories on images, imagery texts and multimodality, among which we highlight those of Barthes, Berger, Caramella, Santaella, Dionisio and Burk. Regarding the research methodology, we adopted the qualitative research. The corpus consisted of texts written by students, observations, interviews as well as some video clippings. For analysis of the object of study, we draw on Bardin's content analysis. The results of the intervention showed that the deaf students presented in their textual productions good resourcefulness regarding the argumentative process of the written genres. However, we could not observe in this group that the visuality determines the potentiality in the argument, as well as the hearing students, participants of the research. The listening students also showed good argumentative skills, taking into account the specificities of the textual genre worked in the course offered by the researcher. It was also possible to show that deaf people can write argumentative texts, thus demystifying the idea that because of the difficulties attributed to them, as users of Libras, they would not do so. | eng |
