CONTRIBUTIONS OF THE PICTURE BOOK TO THE VISUAL LITERACY OF DEAF STUDENTS: A PROPOSED DIDACTIC SEQUENCE
special education; high school; deaf; picture book; didactic sequence
This dissertation aims to identify the contribution of picture books to the visual literacy of deaf high school students in a state public school in Rio Grande do Norte. Based on a survey of Deaf high school students' perceptions of picture books in a public school in Natal, Rio Grande do Norte, and an analysis of the creation of visual narratives after the mediated reading of a picture book, a didactic sequence is proposed for the visual literacy of Deaf students in the context of an inclusive classroom. The problem that gave rise to this research refers to the gaps identified in the literature review and the potential of the picture book for the visual literacy of young Deaf people in the school context. This is an exploratory qualitative study, whose procedure is based on action research. The research's methodological procedures are collaborative in nature. The collection instruments used were semi-structured interviews, participant observation of mediated reading, non-participant observation in the construction of narratives and evaluation of a pedagogical proposal. It is hoped that at the end of the research, the didactic sequence will contribute to students' visual literacy. In addition, it is hoped that the data gathered can broaden discussions on the processes of creating visual narratives in the context of the inclusive classroom.