Sequência didática e as contribuições dos recursos multimodais: ensino e aprendizagem da Libras como primeira língua (L1)

Abstract

The objective of this study is to present the contribution of the multimodal resources present in Traffic Signs, which guided the teaching/learning strategies of the Libras First Language L1, during the Mandatory Supervised Internship in a public school in Maceió-AL, with students from Elementary 2: 8th grade. For this, we use the concepts of multimodality and visual grammar (KRESS; VAN LEEUWEN, 1996 and 2001), textual genres (MARCHUSCHI, 2008; BAKTHIN, 1992), among others. Our methodology follows the action research guidelines (BORTONI-RICARDO, 2008), which advocate a pedagogical intervention guided by a diagnosis sociolinguistic analysis of deaf students to, from this information, develop strategies, methods and teaching/learning techniques more significant to the profile of the target Audience. In addition, we use the model of Didactic Sequences proposed byDolz, Noverraz, Scheneuwly (2004, p.97 apud MARCHUSCHI, 2008, p by Silva (Prelo) for the systematization and organization of didactic-pedagogical activities around the understanding and functioning of the reading of Traffic Signs through Libras. The data of this research reveal the multimodal resources as tools significant and facilitators in the development of skills and competences language skills, so necessary for the deaf, for the reading of visual texts through which the surrounding society interacts but which, in the eyes of the deaf, still need to be (re)meanings.