O gênero textual história em quadrinhos no letramento visual: um estudo de caso no ensino-aprendizagem de língua portuguesa como segunda língua para surdos em uma escola pública de Manaus (AM)

Abstract

The aim of this research was investigating the teaching-learning of Portuguese as a second language (L2) for the Deaf using the comic genre to promote visual literacy in a public school in Manaus. The objectives were to analyze how the teaching-learning of Portuguese as an L2 for the Deaf through the comic genre contributes to visual literacy, and to reflect on the teaching practice of teachers involved in the teaching-learning of Portuguese for the Deaf. The theoretical framework regarding the education of the Deaf in Brazil was based on Article 18 of Law n.º 10,098, of December 19, 2000 (Brazil, 2000), Law n.º 10,436/2002 (Brazil, 2002), Decree n.º 5,626, of December 22, 2005 (Brazil, 2005), the Report on the Linguistic Policy for Bilingual Education – Brazilian Sign Language and Portuguese Language (Brazil, 2014), in the National Education Plan – PNE (Brazil, 2014) approved through Law n.º 13,005/2014, Law n.º 13,146, of July 6, 2015 (Brazil, 2015), Fidalgo, Freitas and Vieira (2022), Pereira (2014), Stumpf and Linhares (2021) and Witkoski (2012). Regarding the education of Deaf in Amazonas, the research was grounded in Costa (2023), Colombo (2012), the IBGE census (2012) and the National Health Survey – PNS (Brazil, 2020). On the theory of textual genres, focusing on the comic genre, the research was anchored in Bakhtin (1997), Cagnin (1975), Eguti (2001), Marcuschi (2001; 2003; 2008), Ramos (2014) and Santos (2003). Regarding literacy theory, with emphasis on visual literacy for Deaf individuals, the research was based on Dondis (2007), Freire (1970), Gee (1990), Gesueli (2006), Kleiman (1995; 2001; 2006; 2007; 2008), Lebedeff (2010), Monteiro (2014), Oliveira (2006), Pedralli (2011), Santaella (2012), Sordi (2022) and Street (1995). Concerning the teaching-learning of Portuguese as an L2 for the Deaf: the comic genre in Deaf literacy, the research was based on the National Common Curricular Base – BNCC (Brasil, 2018), Cruz (2017), Damázio (2007), Fagundes (2017), Fernandes (2006), Fidalgo, Freitas and Vieira (2022), Filietaz (2006), Guarinello (2014), Koch and Elias (2007), Leffa (2016), Martinez (2012), Oliveira (2006; 2021), Pachiel (2019), Quadros (1997; 2014), Ramos (2014), Strobel (2008), Teixeira (2017) and Witkoski (2009; 2012; 2013). The research was conducted within the field of Applied Linguistics, with a qualitative approach and used a case study methodology (Celani, 2005; Freitas, 2002; Gatti; André, 2010; Stake, 1998; Triviños, 1987; Yin, 2001). The context was the Augusto Carneiro dos Santos State School, located in the South Zone of Manaus (AM) and the research instruments included a two Profile questionnaire and an Investigative questionnaire, with two Portuguese language teachers from that school as participants. The research data generation procedures were based on the ethical postulates highlighted by Celani (2005) and to the data analysis, Bardin’s Content Analysis (2016) was used. The data analysis was divided into two subchapters, the first discusses comic in the teaching-learning of Portuguese as an L2 for the Deaf in public schools, and the addresses the teacher’s perception in the promotion of visual literacy for the Deaf. The data analysis revealed that the use of comics to promote visual literacy for Deaf students is effective, inclusive, engaging and help to develop the reading skills, comprehension and visual expression in Deaf students, while also celebrating their culture and language.