Abstract

ALMEIDA, Djair Lázaro de  and  LACERDA, Cristina Broglia Feitosa de. THE WRITING OF THE DEAF IN INTERACTION LEARNING ENVIRONMENT MEDIATED BY LIBRAS. ETD - Educ. Temat. Digit. [online]. 2018, vol.20, n.4, pp.1076-1095. ISSN 1676-2592.  https://doi.org/10.20396/etd.v20i4.8650291.

This present article intends to reflect on the discursive practices that focused on the process of writing in Portuguese as a second language, undertaken by deaf individuals, in interactive contexts of workshops. For that, a work of collective rewriting of an adventure story was made, based on interdiscursive interactions between sign language and written Portuguese. Investigating the interaction, between deaf participants and listening educators, as an element that characterized the writing process, we analyzed the ways in which the different discursive practices were constituted in a learning environment. At the beginning of the workshops, the listening educator organizes and directs the interactions promoting the development of the expressive skills of the deaf participants, provoking an environment conducive to learning. As mediators in the construction of knowledge, listening educators assume less responsibility in relation to writing, encouraging deaf subjects to increasingly occupy the discursive space. The character of these interactions generates situations favorable to the autonomy of the deaf participants. What was observed in the action recorded was the established displacements: from the educator, as a total support, to the trust deposited in the deaf peers who support themselves towards the protagonism in the production of written language. It should be emphasized that discursive practices and formations in the workshops, aimed at developing the mechanisms of production and understanding of discourses, were materialized through sign language as the basis for written registration.

Keywords : Deafness; Writing; Interaction.

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