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O gênero infográfico no processo de ensino do português escrito para surdos
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Advisor(s)
Abstract(s)
Este estudo investiga como o uso de infográficos pode ser integrado a uma abordagem bilíngue no ensino de português escrito para surdos, visando superar desafios pedagógicos por meio de recursos visuais que respeitem a identidade e a cognição dos alunos surdos. Utiliza-se como referencial teórico Faria-Nascimento (2021, 2024), Campos (2014), Skliar (2009) e Campello (2008) considerando o estudo sobre pedagogia visual e multimodalidade na educação de surdos. O método empregado é documental e qualitativo, com análise interpretativa de infográficos como material didático. Utilizou um infográfico sobre queimadas no Centro-Oeste, criado no Canva, com QR Code em Libras. O procedimento incluiu leitura visual, diálogos e uso de recursos visuais com três estudantes surdos sinalizantes do sétimo ano. Os resultados evidenciam que o uso de infográficos no ensino de português para surdos facilita a compreensão de conteúdos, promove engajamento, memorização e autonomia. Destaque para a integração da Libras por QR Code, a contextualização com temas reais, o estímulo à alfabetização visual, a valorização do protagonismo estudantil e a necessidade de formação docente e materiais bilíngues adequados.
This study investigates how the use of infographics can be integrated into a bilingual approach to teaching written Portuguese to the deaf, aiming to overcome pedagogical challenges through visual resources that respect the identity and cognition of deaf students. The theoretical framework used is Faria-Nascimento (2021, 2024), Campos (2014), Skliar (2009) and Campello (2008), considering the study of visual pedagogy and multimodality in deaf education. The method used is documentary and qualitative, with interpretative analysis of infographics as teaching material. It used an infographic about fires in the Midwest, created in Canva, with a QR Code in Libras. The procedure included sight reading, dialog and the use of visual aids with three seventh-grade deaf signaling students. The results show that the use of infographics in teaching Portuguese to the deaf facilitates the understanding of content, promotes engagement, memorization and autonomy. Highlights include the integration of Libras via QR Code, contextualization with real themes, stimulating visual literacy, valuing student protagonism and the need for appropriate teacher training and bilingual materials.
This study investigates how the use of infographics can be integrated into a bilingual approach to teaching written Portuguese to the deaf, aiming to overcome pedagogical challenges through visual resources that respect the identity and cognition of deaf students. The theoretical framework used is Faria-Nascimento (2021, 2024), Campos (2014), Skliar (2009) and Campello (2008), considering the study of visual pedagogy and multimodality in deaf education. The method used is documentary and qualitative, with interpretative analysis of infographics as teaching material. It used an infographic about fires in the Midwest, created in Canva, with a QR Code in Libras. The procedure included sight reading, dialog and the use of visual aids with three seventh-grade deaf signaling students. The results show that the use of infographics in teaching Portuguese to the deaf facilitates the understanding of content, promotes engagement, memorization and autonomy. Highlights include the integration of Libras via QR Code, contextualization with real themes, stimulating visual literacy, valuing student protagonism and the need for appropriate teacher training and bilingual materials.
Description
Keywords
Infográfico Ensino de português escrito Surdos Infographic Teaching written portuguese Deaf students
Pedagogical Context
Citation
Publisher
Universidade Aberta. LE@D