O que o currículo de Letras LIBRAS ensina sobre a literatura surda.

Abstract

This thesis focus on Deaf Literature and it’s curriculum study, in which we analyzed the experiences and perceptions of teachers and students about the processes of curricular organization and meanings production in the discipline of Deaf Literature in undergraduate courses of Letras Libras. To conduct the research, we articulated three study fields: Cultural Studies, Deaf Studies and Curriculum Studies. The main object of the present work is to understand the processes of curricular organization and the meanings production in the discipline of Deaf Literature in undergraduate courses of Letras Libras, in the context of production and proliferation of the Deaf Literature in Brazil. We present the concepts of Literature and Deaf Literature, its theorists and the foundations that guided the research. We also introduce works (printed, digital, projects, festivals) that are part of the Brazilian Deaf Literature as well as we approach national and international academic research about Deaf Literature. In an analytical-descriptive perspective, the research was developed from the analysis of documents such as undergraduate degree projects in Letras Libras of the university with the first on-line modality course and of the university with the first in-class modality course. We also approached lesson plans of Deaf Literature discipline and the analysis of responses to semistructured interviews with teachers and students of Deaf Literature discipline of Letras Libras undergraduate course. For this thesis we conducted six interviews, two of them with Deaf Literature teachers, a hearing and a deaf one, both of them teachers of the first Letras Libras course (online and in-class modalities courses) and four deaf undergraduated from on-line modality courses that are currently teaching in Libras discipline at different educational institutions. From the analysis of the data collected, the following categories emerged from three sources: Deaf Literature, Letras Libras undergraduate degree and Deaf Literature discipline. In order to carry out the analyzes, we take Cultural Studies and the Deaf Studies as basis, in what these fields relate, approximate and promote each other to understand the Deaf Literature as a meaning producer. During the analysis, we noticed that there are different perspectives on the discipline of Deaf Literature and its curriculum, since teachers and students have their own experiences and perceptions that might contribute on the formation of the Letras Libras teachers with the Deaf Literature discipline. The interviewees believe that this discipline contributed to a better understanding of literature and its importance. These teachers were also concerned about deaf children education, emphasizing the relationship between Deaf Literature, Deaf Culture and Deaf Identity.