Banca de QUALIFICAÇÃO: MIRELLY LUCENA DE LIRA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MIRELLY LUCENA DE LIRA
DATE: 18/06/2024
TIME: 14:00
LOCAL: Webconferência no Google Meet
TITLE:

DEAF LITERATURE: LITERARY LITERATURE PRACTICES IN LIBRAS IN HIGHER EDUCATION

KEY WORDS:

Keywords: Deaf Literature; Literary Literacy; Higher Education; Libras - Brazilian Sign Language; Accessibility.

PAGES: 100
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Literatura Brasileira
SUMMARY:

The Deaf Literature and Literary Literacy Practices in Brazilian Sign Language (Libras) emerge as fundamental areas for promoting inclusion and accessibility in Higher Education. However, it is importante to note that this is still a relatively underexplored theme in the academic field. This study aims to analyze the characteristics of Deaf Literature in promoting accessibility in Libras through literary literacy practices in Higher Education. Based on the presented research problem, we highlight the following guiding question for this investigation: How can Deaf Literature contribute to literary literacy practices in Libras for undergraduate students in Higher Education? The general objective of the study is to analyze the characteristics of Deaf Literature in promoting accessibility in Libras through literary literacy practices in Higher Education. The aim is to encourage literary production in Libras and expand the field of Deaf literature, contributing to the preservation and understanding of the Deaf community and preparing educators to face the challenges of educational inclusion.To support this research, we draw upon the perspectives of significant authors, including Rosa (2011); Muller (2012); Queiroz (2020); Bosse (2019); Carlos Mourão (2019); Helen Rocha (2022); Mourão (2011, 2016); Klícia Campos (2017); Alencar (2019); Silveira (2015); Rosa (2017), who discuss Deaf Literature, as well as the contributions of Candido (1995) regarding the Right to Literature as an inalienable human right. Additionally, we explore the approaches of Cosson (2006) on Literary Literacy. As outlined by Goldenberg (2004), this investigation examines how to use the concept of field research to enhance the training of undergraduate teachers in inclusive education, with a focus on deafness. The research subjects were students of the Bachelor's Degree Program in History, face-to-face modality, at the Federal Rural University of Pernambuco - UFRPE, enrolled in the Introduction to Brazilian Sign Language – LIBRAS course. A questionnaire was applied online to the undergraduate students of the mentioned course. It should be noted that the researcher, author of this dissertation, works as a lecturer in this academic context. The questionnaire was of a mixed nature, consisting of closed and open-ended questions, administered with the support of the Google Forms platform. Preliminary results reveal that 24 students contributed to resolving the outcomes. Among the participants, four claimed to be between 19 to 20 years old, some stated to be between 21 to 22 years old, while another four students said to be aged 23 to 25, in addition, eight of them declared to be over 25 years old. The academic periods of the students are distributed from the 1st to the 8th period. According to the data, approximately 45.8% of the respondents report still facing significant challenges, such as the lack of specialized resources and recognition. This highlights the need for investments aimed at promoting and supporting literary literacy practices in Libras

 

 

COMMITTEE MEMBERS:
Presidente - IVANDA MARIA MARTINS SILVA
Interno - IEDO DE OLIVEIRA PAES
Externo à Instituição - CARLOS ANTONIO FONTENELE MOURÃO