Aprendendo a ler “com outros olhos”: relatos de oficinas de letramento visual com professores surdos
Resumo
O estudo investiga a concepção e o uso de estratégias de letramento visual na educação de alunos surdos. A surdez, se compreendida como uma diferença linguística, apresenta uma gama de características singulares. Entre essas singularidades, encontra-se a língua de sinais, que é uma língua visual. Devido ao aspecto visual da língua de sinais, a educação deveria ser, essencialmente, visual. Entretanto, tanto professores surdos como ouvintes não costumam desenvolver propostas educativas baseadas na visualidade da surdez. Professores surdos e ouvintes costumam reproduzir práticas de ensino de língua escrita pautadas na fonética da língua oral, utilizando ferramentas orais e não visuais. É necessário instrumentalizar os professores de surdos com estratégias que respeitem a experiência visual dos seus alunos. Este trabalho apresenta o relato da realização de cinco oficinas de ensino de estratégias visuais para professores surdos.
Palavras-chave: letramento visual; surdez; língua de sinais; estratégias visuais
Learning to read “with other eyes”: reports of visual literacy workshops for teachers of deaf people
AbstractThis study investigates the conception and the use of visual literacy strategies on the education of the deaf students. Deafness, if understood as a linguistic difference, presents a series of singular characteristics. Amongst such singularities we find the sign language, which is a visual language. Due to the visual aspect of the signal language, the education must be essentially visual. However Deaf and hearing teachers are not accustomed to develop educative proposal based on the visuality of deafness . Both deaf and hearing teachers simply repeat teaching techniques that resemble to a phonetic-based literacy program, using oral and not visual tools. It is of extreme importance to lead teachers in deaf classes to practices and techniques that respect the visual experience of their students. The present study introduces the experiences of teaching visual practices by deaf teachers.
Key-words: visual literacy; deafness; sign language; visual strategies.
Palavras-chave: letramento visual; surdez; língua de sinais; estratégias visuais
Learning to read “with other eyes”: reports of visual literacy workshops for teachers of deaf people
AbstractThis study investigates the conception and the use of visual literacy strategies on the education of the deaf students. Deafness, if understood as a linguistic difference, presents a series of singular characteristics. Amongst such singularities we find the sign language, which is a visual language. Due to the visual aspect of the signal language, the education must be essentially visual. However Deaf and hearing teachers are not accustomed to develop educative proposal based on the visuality of deafness . Both deaf and hearing teachers simply repeat teaching techniques that resemble to a phonetic-based literacy program, using oral and not visual tools. It is of extreme importance to lead teachers in deaf classes to practices and techniques that respect the visual experience of their students. The present study introduces the experiences of teaching visual practices by deaf teachers.
Key-words: visual literacy; deafness; sign language; visual strategies.