Concepções e práticas de educação literária com surdos em uma escola de ensino fundamental da rede municipal de Vitória no contexto da educação inclusiva
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Data
2025-10-30
Autores
Kieper, Zuleika Rache
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Universidade Federal do Espírito Santo
Resumo
This dissertation aims to analyze the practices of literary education currently implemented with deaf students enrolled in the public basic and inclusive education system in municipal elementary schools in the city of Vitória, state of Espírito Santo, Brazil. The purpose is to understand the theoretical and methodological conceptions underlying this school subject. Based on the studies of Historical-Critical Pedagogy (SAVIANI, 1995, 2009; DUARTE, 2020, 2016, 2015) and Literary Education (DALVI, 2023), among others, we understand that it is the school’s role to socialize deaf students into literature in its most elaborate forms, so that they may appropriate the culture produced by humanity throughout history. The research was developed in two stages: a bibliographic review of theses and dissertations, and field research. The results of the first stage revealed that, in both inclusive and bilingual education schools, (a) deaf literature is absent from the school curriculum; (b) there is a shortage of literary works accessible in Libras (Brazilian Sign Language); and (c) both hearing and deaf teachers, as well as Libras translators and interpreters, reported difficulties in developing pedagogical work with literary content aimed at deaf students. In the second stage, a visit was conducted to EMEF Suzete Cuendet in order to produce data from primary sources (images, field notes from observed classes) and interviews with participants (teachers and students). The analyses revealed that mainstream education teachers report a lack of specific training to teach deaf students. With the mediation of a bilingual teacher, students attain a basic and elementary comprehension of the text; however, limited instructional time hinders more in-depth pedagogical work aimed at fostering critical discussion. In the context of Specialized Educational Services (AEE), students produce literary reinterpretations in Brazilian Sign Language (Libras), which represents a highly positive practice. Nevertheless, we argue that it is necessary to go beyond this level, as deaf students must be encouraged to broaden their critical awareness of concrete reality. We maintain that it is the responsibility of the Brazilian State to expand and deepen students’ knowledge of literature, given that literary education contributes to the development of imagination, cognitive abilities, and critical reflection on society, while also stimulating creative production and the construction of students’ own ideas. Teaching literature is therefore fundamental, as students have the right to access the full body of knowledge produced by humanity.
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Literatura , Educação de surdos , Pedagogia histórico-crítica