Name: ZULEIKA RACHE KIEPER
Publication date: 30/10/2025
Examining board:
Name |
Role |
|---|---|
| ARLENE BATISTA DA SILVA | Presidente |
| MARIA AMELIA DALVI SALGUEIRO | Examinador Interno |
| TATIANA BOLIVAR LEBEDEFF | Examinador Externo |
Summary: This dissertation aims to analyze the practices of literary education currently
implemented with deaf students enrolled in the public basic and inclusive
education system in municipal elementary schools in the city of Vitória, state of
Espírito Santo, Brazil. The purpose is to understand the theoretical and
methodological conceptions underlying this school subject. Based on the studies
of Historical-Critical Pedagogy (SAVIANI, 1995, 2009; DUARTE, 2020, 2016,
2015) and Literary Education (DALVI, 2023), among others, we understand that
it is the school’s role to socialize deaf students into literature in its most elaborate
forms, so that they may appropriate the culture produced by humanity throughout
history. The research was developed in two stages: a bibliographic review of
theses and dissertations, and field research. The results of the first stage
revealed that, in both inclusive and bilingual education schools, (a) deaf literature
is absent from the school curriculum; (b) there is a shortage of literary works
accessible in Libras (Brazilian Sign Language); and (c) both hearing and deaf
teachers, as well as Libras translators and interpreters, reported difficulties in
developing pedagogical work with literary content aimed at deaf students. In the
second stage, a visit was conducted to EMEF Suzete Cuendet in order to produce
data from primary sources (images, field notes from observed classes) and
interviews with participants (teachers and students). The analyses revealed that
mainstream education teachers report a lack of specific training to teach deaf
students. With the mediation of a bilingual teacher, students attain a basic and
elementary comprehension of the text; however, limited instructional time hinders
more in-depth pedagogical work aimed at fostering critical discussion. In the
context of Specialized Educational Services (AEE), students produce literary
reinterpretations in Brazilian Sign Language (Libras), which represents a highly
positive practice. Nevertheless, we argue that it is necessary to go beyond this
level, as deaf students must be encouraged to broaden their critical awareness
of concrete reality. We maintain that it is the responsibility of the Brazilian State
to expand and deepen students’ knowledge of literature, given that literary
education contributes to the development of imagination, cognitive abilities, and
critical reflection on society, while also stimulating creative production and the
construction of students’ own ideas. Teaching literature is therefore fundamental,
as students have the right to access the full body of knowledge produced by
humanity.
