Resumo

CHEREM, Lúcia Peixoto  e  OPOLZ, Suellym Fernanda. Alice in LIBRAS Country: an experience/pedagogical reflection of literacy for deaf students. LTP [online]. 2018, vol.36, n.74, pp.91-108.  Epub 02-Ago-2019. ISSN 2317-0972.

Reading and writing can be fascinating when learning is acclimated by themes that arouse interest and stimulate children’s imagination. And for deaf students who learn to read through the lexical way, literacy practice must be thought provoking, challenging to learners. and must lead them to the functional use of reading and writing, and to the discovery of a world of knowledge, such as little girl Alice in Alice in Wonderland, written by Lewis Carroll. The literacy process must be meaningful, with themes that arouse children’s interest for an effective construction of their learning. Thus, this literacy project - that took place between August and September of 2016 in a third-year group of elementary bilingual school for deaf students - had as context the literary work of Alice in Wonderland to stimulate reading and to develop writing. This project proved to be effective, allowing the deaf students to construct and assimilate meanings for words, phrases and texts that had been read, and to develop the functional use of reading and writing in Brazilian Portuguese - in the bilingual perspective of a second language, since the natural language of the deaf students is LIBRAS. Then, using LIBRAS as a tool of mediation and based on interdisciplinarity, this literacy project was structured in stages of reading, interpretation, production and narrative, promoting activities of linguistic analysis, ideovisual reading of various textual genres and written production of collective and individual texts - contextualized in the plot of the literary work written by Lewis Carroll.

Palavras-chave : Literacy; bilingual education; pedagogical practice.

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