AMÂNCIO, Jocilene Mateus.
Resumo:
In the present, the teaching of language is not dissociated from its social use, therefore, in the
literature, there is the reference to the many means that can help in the teaching of Portuguese
language, being emphasized the use of the comprehension of the text from the genre, inside of
these statements we highlight the use of fables as an instrument for teaching of this
communication system. In view of this, the present work deals with a qualitative,
bibliographical and documentary research with basis in the survey and analysis of the
fabulous universe of the deaf literature, with the intention of teaching Portuguese language to
deaf students. The general objective of this work is to identify successful strategies for the
teaching of the Portuguese language to the deaf through fables. For this, we rely on authors
like Quadros and Schmiedt (2006) and Salles et. al. (2004), which that talks about activities to
teach Portuguese to deaf students, as well as the fabulist La Fontaine (1997) and Coelho
(2000) with theories about fables, among other authors that were also very important to
support our work. For the development of the research we categorize the informations
collected in the researches developed in the area so that we could discuss this informations, in
the form of text, in light of the literature. For the development of the research we categorize
the information collected in the researches developed in the area so that we could discuss this
information, in the form of text, in light of the literature. In the face of the realization of this
research we find that the fable helps in the process of language teaching for deaf students,
because it is an illustrative genre that allows students to have contact with fictional characters,
but somehow teach them real values. The fable as a teaching tool is one of the possibilities for
the deaf student to arouse interest in reading, since this genre is linked in a certain way to
reality, promotes enthusiasm for other texts, as well as favors the internalization of the
language. Through reading the student becomes able to understand the world around him. In
addition to being a gender that brings a simple and easy to understand language, it brings to
the end an educational morale, which helps them to develop their role in society.