Name: DANIELA GOMES GUMIERO

Publication date: 23/09/2020
Advisor:

Name	Role
ARLENE BATISTA DA SILVA	Advisor *

Examining board:

Name	Role
ARLENE BATISTA DA SILVA	Advisor *
FELIPE DE OLIVEIRA FIÚZA	External Alternate *
MARIA MIRTIS CASER	Internal Examiner *
RAFAELA SCARDINO LIMA PIZZOL	Internal Alternate *

Summary: ABSTRACTThis research aims to learn aboutdifferent methodologies of literary reading in SignWriting used by teachers for deaf students of basic education. In this perspective, we will seek practices with this writing system at higher levels than that of literacy, enhancing the training and not the "formatting" of the deaf reader. The theoretical reference on literature and specificities comes from reflections by authors such as Mortatti, Zilberman, Dalvi, Dalcastagnè, Colomer, Ceccantini, Chartier, Calvet, Bakhtin as well as by authors of the Brazilian Sign Language -Libras, being Stumpf, Gesser, Dallan, Silva , Karnopp, Barreto, Strobel among others. It adopts bibliographic-documental type and field research. From the observations, it appears that the teachers use different methods in the work with literary reading in SignWriting as free, individual, collective, mediated reading, use printed material, digital, sign language, and provoke students’knowledge beyond what is written in the text. As for the students, they actively participate in the reading process, position themselves, express interest and curiosity. We found that the methodological practices worked by the teachers offer reading for pleasure and sensitivity, fleeing from reading due to obligation, which significantly contributes to the development and reading training of these students.Keywords:Literary Reading. SignWriting. Teacher methodologies. Deaf student. Deaf literature.

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