Da tradição oral para a língua de sinais: a contação de histórias na educação de surdos no Ensino Fundamental

Abstract

Considering that storytelling, a practice of oral tradition, so common for hearing children, occurs differently for deaf children or even does not occur at all, this work proposes to discuss what are the contributions of storytelling in Brazilian Sign Language (BSL) in educational processes for deaf people, considering the linguistic and extralinguistic aspects that support this activity, as well as the performance of the storyteller teacher and their perceptions regarding the practice of storytelling. The specific aim is i) to explore the potential contribution of storytelling in Brazilian Sign Language (BSL) for the development of deaf children from the selection of three videos of storytellers available on YouTube channels and the proposition of didactic possibilities for the classroom; ii) identify to what extent and for what purpose teachers of the deaf use storytelling and what are the images they build from this practice and iii) to analyze linguistic and extralinguistic aspects of the performance of storyteller teachers in Brazilian Sign Language (BSL) capable of making the practice of storytelling more attractive and contributive for deaf students. The dissertation is organized in the multi-paper format with an introduction, three articles and the final considerations of the research. The theoretical framework is built with the support of Applied Linguistics through authors such as Koch (2004) and Koch and Elias (2008), and with the support of Deaf Studies — Fernandes (2003), Mourão (2011), Karnopp (2008; 2009; 2011; 2020), Quadros (2008) , Skliar (2005), Sutton-Spence (2021), Stumpf and Linhares (2021) and Strobel (2013). From a methodological perspective, we explored videos available on the YouTube channels, an online questionnaire application to teachers of deaf students from different regions of the country and an interview. The results indicate that storytelling in Brazilian Sign Language (BSL) contributes to the education of deaf students, even if the intentions on the part of the teachers are not set and that such contribution is accentuated when the teacher pays attention to the frequency and purpose of the storytelling and contemplates linguistic and extralinguistic aspects in their performance that make the practice of storytelling more meaningful to the deaf experience.