A contação de histórias na perspectiva bilíngue para aquisição de leitura em libras pelo surdo: análises de dissertações no contexto brasileiro.

Abstract

Storytelling is a relevant practice for the acquisition of reading and diverse knowledge, using playfulness for this. This research sought to analyze, in the scientific literature, the proposals that deal with limitations and possibilities of work with storytelling, in bilingual modality, in classes with deaf and listeners enrolled in Kindergarten and Elementary School classes. For this, we used as a theoretical contribution authors who deal with inclusive education and Deaf Literature, among others. Thus, the research is configured as qualitative with an exploratory character, characterized as a systematic review of the literature. The analysis was done through the study of the three dissertations that deal with the chosen theme, storytelling, and that fit the search criteria. Subsequently, the sections Child Education, Elementary Education were elaborated. In each of these points, the following were analyzed: 1) outlines about the stories, the story and the accountants; 2) the environment for storytelling; 3) the strategies used in counting and working with the text. After characterizing the texts, we discussed about: Approximations and differentiations about the storytelling process in the presented dissertations; Teaching materials used for counting; Participation of other educators in the counting: AEE and TIL teacher; Contribution of storytelling to the participation and learning of deaf students; Teaching Libras and Portuguese Language. Through the results obtained in this research, we found that storytelling provides the development of reading comprehension, as well as the acquisition in Libras, of deaf students and other students who are listeners. However, for this, it is necessary for the teacher to have knowledge that favors the selection of the text, the necessary human and material resources, properly select the space for the story and seek partnerships for mediation of storytelling (such as the Libras Interpreter Translator, deaf teachers and / or the teacher of Specialized Educational Services). We also understand that the listed activities need to be planned in an inclusive way, in order to favor the learning of all students, inserting Libras and the Portuguese language in the counting and in the activities mediated by the texts.