Critical and visual literacies in the teaching of Portuguese and English in education for the deaf

Resumen

COELHO, Jubileia Mendes de Matos  y  JESUS, Danie Marcelo de. Critical and visual literacies in the teaching of Portuguese and English in education for the deaf. e-Curriculum [online]. 2024, vol.22, e54698.  Epub 27-Dic-2024. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2024v22e54698.

This article, interpretive in nature, is an excerpt from a research that investigates the possible contributions of critical and visual literacies in teaching Portuguese and English in written form to two groups of deaf students in the final grades of Elementary School, between 2018 and 2019. The work consists of developed activities, photographic records, and excerpts from transcribed classes in Brazilian Sign Language (acronym LIBRAS, in Portuguese). The theoretical perspective is based on critical and visual literacies, and the methodological approach is that of interpretive school autoethnography. The results point to reading and writing practices with texts in Portuguese and English as a more flexible and critical learning space among different languages, cultures, and linguistic modalities. Critical and visual literacy practices make reading more comprehensive and writing more meaningful to the students’ experiences.

Palabras clave : critical and visual literacy; written Portuguese; written English; education for the deaf; reading and writing.

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