Letramentos crítico visual para ouvintes e surdos: uma perspectiva bilíngue inclusiva

Abstract

The research presented here intended to answer the question: how can visual critical literacy promote an inclusive bilingual education for hearing and deaf students? Thus, its justification was due to the need for didactic actions in the area of visual critical literacy, since, in the class selected for the development of the actions described in this text, there is a deaf student who, due to her linguistic specificity, lacks a visual perspective. more attentive on the part of the school. We aim, therefore, to provide pedagogical activities for the development of visual critical literacy, in a regular 9th grade class, in the Final Years of Elementary School, at the Deputado Esteves Rodrigues State School, based on the theme of garbage and its appropriate uses, with a view to raising awareness among students regarding the practice of selective collection and care for the environment, as well as individual and collective health. In view of this, the specific objectives outlined were the following: i) create teaching and learning situations and teaching materials that promote critical visual literacy, with a view to developing gesture-visual skills in hearing and deaf students; ii) develop pedagogical actions to promote critical visual literacy for hearing and deaf students, in a regular 9th grade class, in the Final Years of Elementary School, at Escola Estadual Deputado Esteves Rodrigues; iii) develop, apply and analyze didactic activities, from an inclusive perspective, with bilingual propositions, in order to develop skills focused on visual critical literacy, in addition to promoting awareness about the theme chosen for discussion in this research. We adopted the methodological assumptions of action research, with a qualitative approach, as we turn our attention to a practical problem – both with regard to teaching that involves the appreciation of deaf students and the need for reflective acts regarding treatment given to the trash. Thus, we consider the assumptions defended by authors in the thematic areas discussed here and by Brazilian legislation, which guide pedagogical work in bilingual education. Furthermore, this study resulted in the elaboration of a workshop and a mini-course, duly carried out in the school space, to address fundamental themes for life. Therefore, its importance was ratified, based on the carrying out of a diagnostic activity, which proved the lack of basic knowledge about the aforementioned themes, since the participants in the diagnosis were unable to relate the colors of the bins to the respective recyclable elements, for lack of knowledge regarding the process of selective collection of solid waste. In this way, the actions carried out confirmed the hypothesis initially raised that this research could promote reflections on the part of professionals involved in the teaching and learning process, in an inclusive bilingual context, by offering theoretical-practical subsidies in this field of study.