Vídeos de contação de histórias em libras: caminhos na formação leitora dos surdos.

Abstract

Since the 1980s the world has seen major technological transformations. Information became much more accesible thanks to the digital era of our social context. As such, the Internet has been a channel of quick access to information in real time. On the internet, the exposition and consumation of many kinds of publications, such as nows, e-books, academic ppers, chat, are together part of a new communication context. Digital codes spread through the world wide web directly impacts new text forms. In this scenario, there are many reading possibilities that may be acquired via many means, such as pictures, images, pieces, games, among others. The videos, in Brazilian Sign Language (Libras), has been gaining space in the digital means because of its ease of access and the diversitiy of experience exchanges for deaf communities. Materialized in these videos are news, interviews, classes, documentaries, movies, songs, theater, narratives, tales, poems, empowering a new format of text spreading for literary text. One of the ways of promoting handling of literary texts is storytelling in Libras. The virtual environment is ever more solid as a mean taht offers alternative reading modes, specially in the video sharing platform YouTube. There is the comprehension that storytelling videos in Libras presents more growth possibilities in ways of creating and transforming meaning when doing, being, and thinking, but usually are ignored in their potential or are not analysed as they should. As such, this study intends to answer the following question: does storytelling videos in Libras contain aspects of reading growth of the deaf? For such, we analised videos present in two channels available in the video sharing platform YouTube, via a qualitative-descriptive research, with the following general goal: to analyse storytelling videos in Libras intended to the growth of the deaf reader. Our specific goals are: (1) to profile the presentation of the physical book in the videos; (2) to identify the multimodals and semioptical aspects used in the storytelling in Libars; and (3) to dive deep in the contributions that the storytelling videos in Libras may add to the growth of the deaf reader. Theoretically, we began from the work of Sisto (2012), Busatto (2013), Santaella (2012), Zacharias (2016), among others, about storytelling, image reading and multimodal texts in digital environments. The results suggest that storytelling videos in Libras add to the reading growth of deaf children, because of the combination among elements semiopticals and multimodals contained in them. In the same way, they narrow the gap between children and literary works written in Portuguese, original texts of the storytellings, thus promoting the development of competencies related to reading. Besides, the storytelling videos in Libras work as a resource with potential to assist teaching practices directed to the reading development of deaf children, because the professional that makes and uses videos in the classroom bay direct a mediation to the pedagogical aspect or may offer the literary text in a ludic way, exciting and attractive.