A literatura infantil para surdos por meio da libras

Abstract

The present work aimed to investigate the literature for the deaf child. Its general objective was to research how the deaf literature for children is described in the specialized literature, identifying possible impacts on bilingual education. The specific objectives were to investigate the role of children's literature in the development of the deaf child, to analyze how the Children's Literature category is related to the deaf learner and to Bilingual Education and, finally, to raise the children's literary works adapted and available for this audience. The deaf child, like the hearing child, has the right to tell children's stories. However, the peculiarity for exercising this right lies in the use of Libras, a language with full visual access, regardless of the hearing condition, which can be recorded on video or by writing signs. Literature is present, according to Candido (2011), in all creations with a poetic, fictional or dramatic touch, at all levels of society and in all types of culture, which supports the great importance of its use with children. . Chapter 1 deals with literature and its manifestations, the right to access it from childhood, deaf culture and identity and also the power relationship with hearing people and the production of meanings about the deaf group itself and other cultural groups. Chapter 2 discusses the deaf child and the deaf learner, highlighting the role that Children's literature plays in learning, in acquiring new knowledge and in their intellectual development. This chapter also makes reference to educational models used in deaf education. Chapter 3 presents the final considerations and children's tales adapted for deafness. The research was carried out through qualitative bibliographic research involving physical and virtual books and articles that are part of academic databases available on the internet. Among the works researched are those by Verniano (2018), Candido (2011), Machado (2002), Perlin and Strobel (2008), Macedo (2012), Ladd (2013), Rosa (2011), Lopes (2017) , Quadros (1997) and Silva et al (2019). The study of the theme demonstrates the importance of expanding research that can identify the collection of schools in relation to literary works adapted for deafness, as well as highlighting the way in which this collection has been used with deaf children. At the end of the text, a non-exhaustive list of literary works of this nature available in Brazil is presented.