A leitura como espaço discursivo de construção de sentidos: oficinas com surdos

Abstract

This study, developed under the light of the bakhtinian theory of enunciation, was designed to understand the reading practices used by a group of deaf adults when interacting with Portuguese written texts of different discursive genre, through discursives interactions in LIBRAS. To accomplish this research nine bilingual reading workshops were developed with the involvement of one group of seven deaf people and the researcher. The analysis of the data made evident that the group of deaf basically used two types of literate practices. The first type focused on the textual-verbal aspects, and emphasized the lexical items. This reading practice was understood as an outcome of the clinical and educational history to which they were submitted, and determined that the subjects should not differentiate LIBRAS from Portuguese, aiming, consequently, to make equal the meaning of signs/words of both languages. The second reading practice used as a base the knowledge built during the subjects' daily social practices. This practice allowed them to bring in their own history to establish a dialogue with the texts and with the group, and was mostly through this practice that the different meanings could be built during the reading process. The reading workshops, by granting LIBRAS to be the locus to build the meanings, allowed to establish a discursive interacting process, a transformation of the social standing assumed by the deaf subjects, and the recognition by the group, at least in the beginning, of the specific enunciation processes of LIBRAS and Portuguese. As a conclusion, one can say that using LIBRAS in the workshop was an aspect of differentiation to the reading processes developed by the deaf subjects. Through its usage, it was possible to perceive in the subjects a transformation in the way they see themselves as readers. Based on these grounds, its educational value proves to be undeniable by the recognition that it has allowed the subjects to accomplish a comprehensive, dialogical and interactive reading when facing a generic and linguistic diversity - as it was in this research - hardly discussed, in the case of deaf people