Estratégias de leitura e compreensão de texto verbo-imagético de alunos surdos

Abstract

This research has as a general objective to emphasize the reading strategies of image- texts of deaf students. And as specific objectives we propose: 1) Identify the reading strategies used by the deaf reader; 2) Describe the reading strategies of the deaf student from image texts; 3) Analyze the process of reading and comprehension of texts of the deaf student. We started from the hypothesis that mixed texts, i.e., texts consisting of verbal and visual elements, enhance the understanding of reading, since the constitution of the senses by the deaf occurs in a visual and not auditory way. Therefore, the genres advertisement and comic strip, cut in this work, become important pedagogical resources in the acquisition of reading for deaf students, since these texts are composed of verbal and visual elements that combine to build meaning. As theoretical support we follow the assumptions of: Kleiman (2008, 2016); Cafiero (2005); Smith (1989), Koch and Elias ((2018), Solé (1998 ) who discuss the concept of reading and reading strategies; Karnopp & Pereira (2015); Quadros & Karnopp (2004), Quadros (2006), Fernandes (2006), Salles (2007), Pereira (2013), with an approach to the deaf student's reading acquisition; Campello (2008), Reyli (2003), Alves (2020), who highlight the potential of imagery resources in the constitution of the senses of the deaf reading and value the visuality of the deaf person in communicative practices, among other scholars who bring relevant issues to our study. To conduct this research, we carried out a descriptive bibliographic study, of exploratory nature and qualitative approach in the Center for Training of Professionals for Education and Care for the Deaf (CAS), in Teresina (PI), with 04 (four) students attended in this institution. In the face of data analysis it was noticeable that the procedures for reading image texts were satisfactory, highlighting that the researched subjectsuse the interactive strategy as a means of promoting the construction of meaning of reading for deaf students. The analysis also showed that deaf readers, as well as listeners, resort to their prior knowledge and knowledge of the text itself to understand the reading. Returning to the ascending, descending and interactive reading strategies discussed by Solé (1998), we identified that deaf readers follow the same path as hearing readers, the difference lies in considering the specifics of second language readers.Thus, this research is of great relevance for dealing with a pertinent issue, because the fact that the deaf do not use the standard written Portuguese language and have difficulty understanding texts in this language puts him in the condition of illiterate subject. In this perspective, our research provides an opportunity for discussion about reading strategies for visual verb texts in the school context, in order to contribute to improving the teaching of reading and consequently to the progress of teaching-learning of deaf students.