A Literatura Surda no processo de Letramento Literário: leitura e interpretação das obras Patinho Surdo e Tibi e Joca na sala de aula

Abstract

In this article, we analyzed the use of Deaf Literature in school as a proposal of Literary Literacy in the Elementary School. For this purpose, we proposed the books Patinho Surdo (ROSA; KARNOPP, 2005) and Tibi e Joca (BISOL, 2001) as literary pieces to be explored in class. They are prominent literary pieces in Deaf Literature for children and young adults. In these books, deaf people are not represented as disabled but as different in the linguistic, identity, and cultural context. Regarding the Literary Literacy of children and young people, we started from the theoretical assumptions of Soares (2010), Cosson (2014), Coelho (2000), and Amarilha (2009), among others. About deaf individuals and sign language, we resort to the theories of Quadros (1997), Karnopp (2006, 2010), Campos and Stumpf (2012), Perlin (2013), etc. The work with literary pieces that bring in their core deaf protagonism, representations of deaf experiences, and their linguistic, identity and cultural differences, can lead students to a Literary Literacy that embraces these minorities. The activities with Deaf Literature in the schools pave the way for the representation of deaf individuals to gain visibility and have literary and social representation.