Literatura surda e aquisição de língua de sinais:cenários e experiências.

Abstract

Deaf children, when stimulated from childhood in sign language, tend to develop with greater linguistic, subjective, and cognitive ease, among other aspects. In this sense, we base ourselves on Rodriguero (2000), Goldfeld (2002), Vater e Daros (2015) e Sutton-Spence (2021) and question whether deaf literature and/or signed literature can be a tool in the process of acquiring sign language. Thus, the objective of this work seeks to investigate some scenarios and contexts, in which, the deaf literature and/or signed literature was/is used to help the acquisition of sign language. To achieve these objectives, we opted for qualitative research with a description and reflection of three contexts, O Diário da Fiorella (2015), Sou Surdo e Não Sabia (2009) and reports of the researcher's personal experiences with two deaf people in the city of Porto Nacional/Tocantins. Among the results found, we argue that deaf literature is a great mediator of linguistic and cognitive knowledge, whether it is used in informal contexts such as the family environment or in formal teaching situations.