Um estudo da recepção por crianças surdas de "Guilherme Augusto Araújo Fernandes” (Fox, 1995) em Língua Portuguesa e sua tradução para Libras de Morgana Katarine (2021).

Abstract

This dissertation, in the area of concentration in literature, within the research line of reading practices and diversity of literary genres, in the field of literature and bilingual education for the deaf, has as its object literature and its reception by deaf children of the literary work “Guilherme Augusto Araújo Fernandes” (Fox, 1995) in the signed modality, a translation by Morgana Katarine (2022), and its written original. We understand the importance and contribution of literary reception in both languages in the classroom of a bilingual school for the deaf. In this sense, our research is built from the following questions: How is the signed literary text received by the deaf child? How is the written literary text received by the deaf child? Based on this, the general objective of the research is to analyze the reception of the work “Guilherme Augusto Araújo Fernandes” in the signed and written modalities by deaf children from the 1st to 2nd grade at the Escola Cidadã Integral Estadual de Ensino Fundamental e Médio de Audiocomunicação Demóstenes Cunha Lima, in the urban area of the municipality of Campina Grande/PB. As for the specific objectives, we defined the following: 1) Identify how the aesthetic differences in the materialities of the video-signed and illustrated book versions influence the readings, understandings, and interpretations made by deaf children; 2) Analyze, from the children’s statements and reactions, the reception of the work GAAF in the signed and written modalities, observing how these reading experiences mobilize meanings, emotions, and horizons of expectation. In the methodological field, this is a qualitative research, of the action-research type (Gil, 2008). The data generation involved participant observation (Minayo, 2014) based on the reception method of Bordini and Aguiar (1988; 1993), which proposes five stages of transformation of the horizon of expectations, therefore the teaching of four classes for the implementation of the reception method, video recording of the meetings, organization and transcription of the video-recorded data. The theoretical assumptions that supported this investigation are based on the aesthetics of reception (Zilberman, 1989; Jauss, 1994; Wolfgang Iser, 1996; among others). These are concepts that bring to deaf education the protagonism of the deaf child in reading literature in sign language and in Portuguese. Regarding the formation of the literary reader in the aesthetics of the signed work, we refer to the studies of (Sutton-Spence and Kaneko, 2016); (Sutton-Spence, 2021); among others. The formation of the literary reader in the aesthetics of the written work is based on the studies of Quadros (2006), Linden (2011), Nikolajeva; Scott (2011), Vasconcelos; Ramos (2021), among others. Regarding the theory of bilingualism in L1 and L2 for the deaf, which constitutes the theoretical basis of our thinking about deaf education and the inalienable right to the acquisition of Libras by deaf children and, therefore, as a mandatory language in pedagogical practice centered on deaf culture in a bilingual-bicultural education context for the deaf and in Libras literature, we have as reference authors Sá (1999), Skliar (1999), Porto (2007), among others. The results indicate that the reception of signed and written literary works in bilingual schools for the deaf constitutes an essential aspect to be ensured by this educational modality.