In Brazil, the teaching and learning of Portuguese as a Second Language for the Deaf (PSLD) was introduced in the mid-19th century by the French deaf educator Edouard Huet, founder of the National Institute for the Education of the Deaf, who brought with him the socalled "French method." This study, situated within the field of Didactics of Portuguese as a Second Language for the Deaf, reveals that a methodological perspective began to emerge during that period, marked by more structured reflections on the question: "How to teach PSLD?" This perspective was shaped by the discourse of second language teaching methodologists for the deaf in the 18th and 19th centuries. The aim of this article is to shed light on the methodological approach underlying the historical development of PSLD teaching and learning in Brazil. For this purpose, a bibliographic investigation was undertaken with the aim of outlining a concise historical overview of the teaching and learning of PSLD within the period spanning from 1855 (marked by the arrival in Brazil of the French deaf educator Edouard Huet) to 1896 (which corresponds to the conclusion of Dr. Tobias Leite's tenure as the fourth director of the Imperial Institute for the Deaf-and-Dumb of Brazil). The history of PSLD teaching methodologies highlights that this remains a field of unsystematized empirical practices-unlike the more structured methods of the 19th century-despite the ongoing process of "universitarization" (understood as the incorporation and centralization of deaf education teacher training within institutions of higher education), which has been underway for nearly two decades.
The objective of this work is to analyze the inclusion of Brazilian Sign Language (Libras) interpretation in the Conex & otilde;es program on TV UFG. To this end, we examined episodes that aired between 2023 and 2025 and are available on the broadcaster's official YouTube channel. This initiative, developed in partnership with the Laboratory of Accessible Audiovisual Translation (LabTavi), stands out by placing the Libras interpreter as a co-presenter on equal **footing with the anchor, requiring significant changes in the station's journalistic practices. In this regard, we discuss the impact of this inclusion through a technical, linguistic, aesthetic, and political analysis, which identified restructurings such as the reformulation of scripts with direct word order, slower pacing, presentation of numerical data, percentages, and place names via informational graphics or on-screen visuals, and the insertion of pauses to accommodate the interpretation delivery time. This work was carried out with the involvement of a Deaf consultant, ensuring the centrality of the Deaf community's experience in the accessible production process. The initiative also highlights important considerations for the training of Libras interpreters, such as the need to develop skills for work in audiovisual contexts, collaborative practices, and engagement with Deaf consultants.
This article aimed to map the signs in Brazilian Sign Language (Libras) used to represent federal and state higher education institutions in the state of Rio de Janeiro, and to provide a phonological description of these signs (QUADROS etal., 2023), with the goal of analyzing the process of lexical formation in Libras. Based on data from the e-MEC registration website, all public federal and state institutions in the state of Rio de Janeiro were surveyed. Subsequently, Deaf individuals were consulted via WhatsApp and Instagram regarding institutional anthroponyms. The results showed that all 12 public institutions have distinct forms of identification in Libras, and in some cases, more than one sign is used. With this study, we hope to contribute to the Deaf community's understanding of the lexical formations processes in Libras.
This study analyzed translation strategies in Libras-BP of constructions with the verb 'jogar' by deaf users of BPL2. The initial hypothesis, based on the Usage-Based Construction Grammar (Goldberg, 2006; Perek, 2015; Bybee, 2016) and the Diasystematic Construction Grammar (H & ouml;der eta!, 2012), was that depending on different diasystematic factors presented in the grammatical representation of the bi/multilingual user of both Libras-BP, deaf individuals would present different translation strategies for the terms presented, related to more or less convergent translation choices, evidencing the organization of the Multilingual Constructicon.
Firstly, this study seeks to reflect critically on the academic and educational debate about the deaf education, organized mostly around the concept of method, to investigate the limits that it imposes on this academic field. In a second moment, accepting that the deaf education happens in the concrete circumstances, we tried to analyze the assumption that supports the modern educational purpose of inclusive education. We conclude by pondering the challenges imposed to deaf education by inclusion.
The objective of this article is to conduct a survey of Theses and Dissertations published in the Brazilian Digital Library of Theses and Dissertations (BDTD) over the last sixteen years [2008-2024], in which researchers conceptualize visual pedagogy. A bibliographical research was carried out (PRODANOV; FREITAS, 2013) to meet the investigative intentions. As a methodological contribution to analysis, content analysis was adopted (BARDIN, 2011). Theoretically, it was anchored in authors such as: Fernandes (2024), Campello (2007; 2008); Faria-Nascimento and Costa (2014). The results indicate that the adoption of visual pedagogy in pedagogical strategies and practices in bilingual education for the deaf is essential.
This article discusses the aesthetic procedures present in the performance-poem Voz, by artists Catharine Moreira and Amanda de Lima, focusing on the interrelation between the artistic genres Visual Vernacular (VV) Poetry and Deaf Slam. Rather than understanding them as isolated manifestations, the study proposes reading these genres within a continuum of performance-poems in sign languages, observing their formal and expressive intertwinings. From the perspective of Deaf literature as a legitimate expression of contemporary Brazilian literature (cf. ARA & Uacute;JO; NASCIMENTO, 2021), the investigation examines how elements such as repetition, rhythm, and rhyme, as proposed by Sutton-Spence (2021), contribute to meaning-making in signed performances. The analysis highlights the centrality of facial and bodily expressiveness, as well as factors related to movement and speed, in the aesthetic reception of the work. By proposing a close reading of the performance in question, the study reaffirms the technical complexity and sociocultural value of Deaf literature, advocating for the expansion of its visibility and its inclusion within both scientific and artistic fields.
This article proposes the analytical category of "queersurdophobia", an emerging phenomenon that results from the intersection of LGBTQIA+phobia, ableism, and audism, delving into the experiences of queer deaf individuals. Using intersectionality as a critical tool and grounding itself in decolonial theories, the text explores how different axes of oppression intertwine, generating specific layers of exclusion and marginalization. The article discusses normative coloniality, which establishes standards of humanity that often relegate dissident individuals, such as those living with hearing disabilities and identifying as LGBTQIA+, to dehumanization. By defining queersurdophobia as an analytical category, the text highlights the need for public policies that consider intersectionalities, proposing a more attentive approach to diversity and social inclusion. The final reflection draws attention to the urgency of social justice in a plural world, emphasizing the importance of creating welcoming environments and breaking with the oppressive structures that still persist.
Oswald de Andrade's final years were marked by an attempt to carry out a memorial and diary project based on a dual function: in the first case, a direction towards the past, and in the second, a direction towards the future. This article seeks to analyze this second object, considering the articulation proposed by the author between creative writing and diary, taking in account the reasons and functions of this writing based on the works of Phillipe Lejeune (1938-). The digestion of the reality that emerged in Di & aacute;rio Confessional (2022) marks an encounter between the author and his imminent biological death, untying the guiding thread for a survival: the realization of the work through the affective demarcation of his confession without renunciation.
This study analyzes the concepts of game and play from diverse theoretical perspectives, emphasizing the playful experiences of deaf children. Through a literature review, contributions from authors such as Kishimoto (1995, 1996), Torres (2020), and Musyoka (2015) are highlighted, evidencing the distinctions between game, characterized by a formal rule structure, and play, marked by spontaneity and subjectivity. Within the context of deaf childhood, visuality emerges as a central axis of playful practices, with ludicity, according to Luckesi (2014), understood as an intrinsic state of pleasure and engagement essential for cognitive development, especially when mediated by Brazilian Sign Language (Libras). The play of deaf children exhibits themes similar to those of hearing children but diverges in expression through a unique visual and gestural corporeality. The necessity of implementing bilingual, culturally sensitive, and visually accessible pedagogical practices that valorize deaf identity and surpass conventional adaptive approaches is advocated. Play is recognized as a symbolic and political activity that promotes integral development. Consequently, ensuring the right to play in deaf childhood requires acknowledging visuality as an identity dimension and incorporating deaf adults as cultural references, positioning games and play as spaces for the affirmation of language, culture, and subjectivity.
Sign languages play a central role in the deaf community, especially in the educational context and in new bilingual education proposals for the deaf, as per Law No. 14.191/2021. As the first language of many deaf people, they are essential for their linguistic, cognitive, and social development. This study aims to revisit fundamental perspectives on bilingualism and analyze potential contributions to the development of bilingual education proposals for deaf students. The analysis encompasses concepts of bilingualism (WEINREICH, 1953; MACNAMARA, 1967; MAHER, 2007), bilinguality (SAVEDRA, 2009), domains of school bilingualism (VITOR, 2016; MEGALE, 2022), and bilingualism forthe deaf (QUADROS, 2005; M & Uuml;LLER; KARNOPP, 2017; SILVA, 2018). Any educational implementation should be based on a clear understanding of these concepts, which act as guides, defining the role and functions of both languages in the educational process and their relationship with the learners. The work is structured as a bibliographic review (SEVERINO, 2007), resulting from a research section on the relationship between sign language and Portuguese in the school context, focusing on the theoretical-conceptual discussion about the composition of a bilingual education for the deaf.
This article aims to analyze two fragments from Eles eram muitos cavalos, by Luiz Ruffato. Published in 2001, the novel's fragmentary structure allowed for the selection of two excerpts as the corpus, namely "#19 Brabeza" and "#44 Trabalho," with the objective of discussing, in a focused manner, the representation of unemployment experiences as a symptom of social contradictions in light of the Brazilian historical-social process. To this end, drawing on the notions of "developmentalist promise" by Cardoso (2010) and Schwarz (1999), and "psychic suffering" by Safatle (2020), we conducted an interdisciplinary analysis of the corpus. Considering the premise that the social experience of work-or its absence-is not limited to the economic sphere but permeates the processes of subjective constitution and mechanisms of social recognition, the hypothesis that guided the approach was that it is possible to apprehend in the composition of the fragments an experience of the characters marked by psychic suffering resulting from unemployment. This, in turn, allowed us to infer that such an experience has a historical foundation with a long trajectory of sedimentation in the historical-social process, particularly concerning the figure of the "poor free man" (SCHWARZ, 2012), as well as revealing the collapse of modernization promises.
The research investigates the application of the literary category in Brazilian Sign Language (Libras), denominated "anthropomorphism", used by Deaf translators and actors. The objectives of the study are: (i) to identify the incorporations of anthropomorphism made by Deaf translator-actors in the translation of narrated and dramatized children's stories into Libras; and (ii) to analyze the reasons for the use of anthropomorphism in the translation of literary texts from Portuguese into Libras. The theoretical basis of the research of Translation Studies, with a focus on functions and norms (Jakobson, 1959; Toury, 2012; Stone, 2009), on the process of interculturality in the translation of texts (Bassnett and Lefevere, 1990; Bassnett, 2007; Burke, 2009; Venuti, 2019) and also on literary translation into Libras, with specific characteristics of this linguistic modality (Sutton-Spence and Napoli, 2010; Andrade, 2015; Lemos, 2022). The data shows that the use of anthropomorphism, having been incorporated as characteristics of human beings and animals in the translation from Portuguese to Libras, gives liveliness and emotiveness to the sign language. And finally, we understand that the use of this deaf literary category, by deaf translators-actors, in the translation into Libras constructs signed texts as "portraits-images-memories" for deaf children.
This article aims to analyze the representation and resignification of trauma in Javier Zamora's Solito, aMemoir is an autobiographical account in which the author recounts his journey from El Salvador to the United States at the age of nine to reunite with his parents, who had emigrated there four years earlier. Guided by coyotes and unaccompanied, he crosses the border on his third attempt, after facing hunger, thirst, cold, and detention by the U.S. Border Patrol. According to the author, the book was written as a way to overcome trauma. In our analysis, we place the work within the set of narratives known as self-writing (Foucault, 2004; Lejeune, 2008, Hees, 2013), and then analyze it focusing on the experiences lived by the narrator, specifically addressing the issue of overcoming trauma based on the theoretical perspectives of Cathy Caruth (1995), Marcio Seligmann-Silva (2008), and Jhonathan Cohen (1985).
This article aimed to record and analyze the phonetic-phonological variations present in the way of speaking in the municipality of Tef & eacute; (AM). The theoretical support of this research is based on studies of Sociolinguistics, Dialectology, Phonetics and Phonology. This study was carried out through a bibliographical research and a field research. The linguistic data were collected in Tef & eacute; (AM) and had the participation of 4 informants, 2 informants (a man and a woman), between 18 and 35 years old (Age Group 1) and 2 informants (a man and a woman), from 36 years old onwards (Age Group 2). The present research contributes significantly to the knowledge of the phonetic-phonological varieties of the micro-region under study and of some of the varieties present in the State of Amazonas. It is known that the language undergoes changes all the time, so registering now the linguistic aspects that characterize Tefean speech can contribute to, in the future, having a record of how people spoke in the past.
This article focuses on mapping the scientific nomenclatures that can be included on the labels of personal care products. These nomenclatures are a list of conventions that prescribe names and symbols in order to contemplate certain scientific theoretical and methodological aspects, and they can also be documents drawn up by standardization bodies. Our qualitative and documentary research is based on Terminology, whose main objective is to describe and analyse the functioning of specialized lexical units in various professional and everyday communicative situations, in order to contribute to linguistic exchange. The reading and analysis of 300 labels of personal hygiene products, including cosmetics and perfumes, allowed us to confirm the presence of corresponding lexical units in different nomenclatures. As a result, we found that the scientific nomenclatures mapped are overly methodical and systematic in their use of symbol names and have purely theoretical-scientific motivations.
In the study of Gender relations and their useful interweaving with literary texts, we can see how the representation of minority social types becomes an important topic in the discussion about the social reality, especially in the way it is still governed by patriarchal and hegemonic standards. Thus, names such as the author Angela Carter tried to subvert this rigid notion of society led by a single perspective, presenting new possibilities for the post-modern world. Thus, this work aims to discuss gender relations in the work The Infernal Desire Machines of Doctor Hoffman (1972), by the mentioned British author. As a methodology, the conceptions of qualitative research are used, since it deals with the analysis of social types and their actions, as well as takes the literary corpus of the novel as the material of investigation. The theoretical framework is made up of authors such as Beauvoir (2009), Hutcheon (1991), Peach (1998), Zanello (2018), Zinani (2011), among others. It is clear how the novelistic plot of Carter's work deconstructs a masculine and patriarchal status quo, questioning how this discourse creates prejudices and inferiorization processes, mainly against the female. The author uses an apocalyptic, dystopian narrative, anchored in magical and grotesque realism, to discuss how gender relations are viewed in post-modern times and the consequences of this problem.
The intersemiotic relationship between literature and music is a complex and creative process that, among many aspects, allows for the re-signification of literary works through musical language, expanding their interpretative possibilities. In the poem "Bahia" by Carlos Drummond de Andrade, later set to music by Belchior under the title "Lanterna M & aacute;gica", the representation of space is problematized by the absence of lived experience. This article investigates how spatial representation is constructed in the poem and how its elements are reconfigured in the song, based on the premise that when a poem is transformed into song lyrics, the resulting music does not merely reproduce the poem's semantic content but also does not dispense with it. The analysis, grounded in Costa Lima's (2014) studies on representation-effect, Brand & atilde;o's (2013) research on poetic space, and Tatit's (2002) approach to passionalization in song, demonstrates that when a poem is set to music, its meanings are intensified and expanded, highlighting the impact of musical structure on spatial representation in the poetic experience.
This paper focuses on the theme of learning written text production in Portuguese in high school mediated by the use of the comic strip genre and aims investigate the linguistic and structural characteristics of the comic strip genre and its relationship with the development of textual skills; and propose pedagogical strategies based on the use of comic strips for teaching written text production in high school. In the contemporary educational context, developing skills related to written text production constitutes one of the greatest challenges faced by high school teachers. Among the various text genres, the comic strip stands out for promoting student engagement and encouraging writing skills. For this study, we used as the corpus three comic strips with a socio-political theme featuring the character Armandinho, created by Alexandre Beck. The research is grounded in the theoretical contributions of Luz (2020), Marcuschi (2010), Ramos (2023), Schneuwly and Dolz (2004), Vergueiro and Ramos (2023), Vilela (2023), among others. Based on the theoretical foundation and the corpus analysis, it is concluded that the use of the comic strip genre proves to be an effective resource to support teachers' pedagogical practice, trigger actions, and stimulate active student participation, thereby promoting effective learning.
