Letramento digital e ensino de língua portuguesa: propostas pedagógicas para a aprendizagem do surdo

Abstract

This research is characterized by a qualitative exploratory and descriptive approach, focus on investigating literacy practices of Portuguese Language teachers while teaching Elementary School Deaf students in a digital culture context, based on the TDIC (Tecnologias Digitais de Informação e Comunicação). This dissertation is based on the theoretical contribution of several authors who discuss a) education, Deaf identity and culture: Skliar (2015), Moura (2000), Strobel (2009), Perlin (1998, 2015); b) Literacies: Kleiman (1995), Soares (2002, 2009), Rojo (2006, 2009, 2012); in particular, c) digital literacy: Ribeiro and Coscarelli, (2017), Dudeney, Hockly and Pegrum (2016); and also d) TDIC in the educational context: Ribeiro (2018), Kenski (2012, 2013), Behrens (2006) and Masetto (2006), Moran (2015). Due to the Covid-19 pandemic, the research was developed remotely, through virtual conversations, with the collaboration of five public school teachers in Teresina (PI). The data were generated through questionnaires and interviews, employing both objective and subjective questions, seeking to know the employees' understanding of TDIC, literacies and Deaf culture. Based on the available information and on the investigation about the Portuguese Language teachers understanding of literacy practices, we fostered the develop of the result of this research, which consisted in a pedagogical e-book format copybook, with activity routes that help Primary Portuguese language teachers to develop digital literacy practices with Deaf students, in order to enhance the language learning process in the written modality.