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Ensino-aprendizagem da literatura surda em jovens surdos do 3.º ciclo: reflexões e estratégias
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O presente estudo, desenvolvido no âmbito do Mestrado em Ensino de Língua Gestual Portuguesa (LGP, analisa a relevância da Literatura Surda no processo de ensino-aprendizagem e na construção da identidade de jovens Surdos do 3.º ciclo em contexto Escola de Referência para a Educação Bilíngue (EREB). A investigação combinou uma intervenção pedagógica com três alunos, centrada no capítulo “A Cidade dos Surdos”, da obra O Grito da Gaivota de Emmanuelle Laborit, e um inquérito por questionário online aplicado a 24 docentes de LGP, permitindo compreender métodos, estratégias e perceções relativamente à integração da Literatura Surda em sala de aula.
Na fundamentação teórica, analisaram-se os principais documentos que orientam a educação de crianças e jovens Surdos em Portugal, bem como os referenciais nacionais de leitura. Verificaram-se lacunas significativas, nomeadamente a ausência explicita da Literatura Surda e a falta de reconhecimento oficial de propostas educativas já elaboradas pela comunidade e por profissionais da área.
Os resultados indicam que a Literatura Surda, quando trabalhada de forma crítica e intencional, promove o desenvolvimento linguístico, cultural e pessoal dos alunos, fortalecendo identidade e autoestima. Conclui-se que a sua integração nos documentos curriculares, aliada a recursos adequados e à formação docente, é essencial para uma educação bilíngue, equitativa e culturalmente significativa, consolidando a Literatura Surda como eixo estruturante da educação dos jovens Surdos.
This study, developed within the scope of the master’s in teaching Portuguese Sign Language, analyses the relevance of Deaf Literature in the teaching and learning process and in the construction of the identity of young Deaf people in the 3rd cycle in the context of EREB. The research combined a pedagogical intervention with three students, centred on the chapter “The City of the Deaf”, from the work The Scream of the Seagull by Emmanuelle Laborit, and an online questionary administered to 24 Portuguese Sign Language (PSL) teachers, allowing us to understand methods, strategies and perceptions regarding the integration of Deaf Literature in the classroom. For the theoretical foundation, the main documents guiding the education of Deaf children and youth in Portugal were analysed, as well national reading standards. Significant gaps were identified, namely the explicit absence of Deaf Literature and the lack of official recognition of educational proposals already developed by the community and professional in the field. The results indicate that Deaf Literature, when approached critically and intentionally, promotes students linguistic, cultural, and personal development, strengthening their identity and self-esteem. It is concluded that its integration into curricular documents, combined with adequate resources and teacher training, is essential for a bilingual, equitable and culturally significant education, consolidating Deaf Literature as a structuring axis of the education of young Deaf people.
This study, developed within the scope of the master’s in teaching Portuguese Sign Language, analyses the relevance of Deaf Literature in the teaching and learning process and in the construction of the identity of young Deaf people in the 3rd cycle in the context of EREB. The research combined a pedagogical intervention with three students, centred on the chapter “The City of the Deaf”, from the work The Scream of the Seagull by Emmanuelle Laborit, and an online questionary administered to 24 Portuguese Sign Language (PSL) teachers, allowing us to understand methods, strategies and perceptions regarding the integration of Deaf Literature in the classroom. For the theoretical foundation, the main documents guiding the education of Deaf children and youth in Portugal were analysed, as well national reading standards. Significant gaps were identified, namely the explicit absence of Deaf Literature and the lack of official recognition of educational proposals already developed by the community and professional in the field. The results indicate that Deaf Literature, when approached critically and intentionally, promotes students linguistic, cultural, and personal development, strengthening their identity and self-esteem. It is concluded that its integration into curricular documents, combined with adequate resources and teacher training, is essential for a bilingual, equitable and culturally significant education, consolidating Deaf Literature as a structuring axis of the education of young Deaf people.
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Literatura Surda Língua Gestual Portuguesa Identidade Surda Educação Bilíngue Ensino-Aprendizagem Deaf Literature Portuguese Sign Language Deaf Identity Bilingual Education Teaching-Learning