Banca de DEFESA: MIRELLY LUCENA DE LIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MIRELLY LUCENA DE LIRA
DATE: 19/02/2025
TIME: 14:00
LOCAL: Webconferência no Google Meet
TITLE:

DEAF LITERATURE AND LITERARY LITERACY: CONNECTIONS WITH PEDAGOGICAL EXPERIENCES IN THE DISCIPLINE INTRODUCTION TO LIBRAS.

KEY WORDS:

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

PAGES: 140
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Literatura Brasileira
SUMMARY:

The general objective of this research is to analyze the perceptions of undergraduate students enrolled in the Introduction to Libras discipline on Deaf Literature and literary literacy. As for the specific objectives, we list: 1) To study conceptions and characteristics of Deaf Literature; 2) To identify the perceptions of undergraduate students enrolled in the Introduction to Libras discipline on Deaf Literature; 3) To map the literary literacy profile of students in the in-person History Degree Course at UFRPE; and 4) To propose a didactic-pedagogical intervention to approach Deaf Literature in the context of the Introduction to Libras discipline. To support this investigation, we used the approaches of important authors, including: Karnopp (2010); Sutton-Spence (2021); 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 Candido's (1995) contributions on the Right to Literature as an inalienable human right. In addition, we explore Cosson's (2006) approaches to literary literacy. Regarding the methodological design, it is a research applied in the context of the Introduction to Libras discipline at the Federal Rural University of Pernambuco/UFRPE, which took place in two academic semesters 2023.1 and 2024.1 of the Bachelor's Degree in History. The study was configured as action research (Thiollent, 1986), with a qualitative approach (Araújo, 2012), considering the stages of didactic planning and pedagogical intervention. We applied two questionnaires in different classes of the Bachelor's Degree in History Course. The first was online, prepared on the Google Forms platform, a semi-structured instrument, composed of closed and open questions, applied to students enrolled in class 2023.1. The second and third stages were carried out in person, with the application of printed questionnaires that contained 5 mixed questions and, then, we carried out a pedagogical intervention with class 2024.1, so that the students produced books of works of Deaf Literature. The content analysis was based on the proposal of Bardin (1977). As a result of the 2023.1 and 2024.1 classes, we observed significant contrasts. In the 2023.1 class, we found that approximately 70.8% of the participants reported having knowledge about Deaf Literature. The 2024.1 class revealed a worrying reality, the vast majority of students are not aware of the existence of this literary world, with only six students showing some familiarity with the topic. We can conclude that the literary literacy profile of the undergraduate students still needs to be improved given the still incipient relationship with literature, especially considering the students' knowledge about deaf literature. The fact that a considerable number of students state that they read literary works, with a moderate frequency, and a low adherence to digital reading, reveals that the literary literacy of these students is largely superficial. In the final stage, dedicated to the practice of book production, we observed that, even with little knowledge about the literary world of the deaf community, the groups were able to achieve the proposed objective.

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