Letramento na escrita da luz: a vez e a voz do olhar surdo

This work, conceived from our inquiries along our experience as a teacher in a deaf community, aims mainly at investigating how the photography can act as a bridge to understanding the produced text in the Portuguese language written modality. From this perspective, we have set as goals to be accomplished in this research: a) to start the recording process of deaf readers visual literacy who act as participants of this study through the photographic language, b) to arouse or rescue on deaf people, the reading pleasure and the interest by the photographic images production, as well to develop reading and text production in the Portuguese language written modality; c) to develop and implement an activity program involving the photographic language, reading and comprehension text in the Portuguese language written modality, in an specific group of young deaf people. We accomplish qualitative research in this study, whose nature is action research, involving five deaf young participants, who are regular students in public high school education located in Brasilia. To collect data, we prepared a program of activities entitled for us as Olhar que ouve, which is integrated for activities related to the photographic and written language. As more relevant results of this work, we identify that: a) the literature regarding the photographic language constitutes an important resource for the deaf reader identity construction process, once it promotes the reader linguistic comprehension expansion (Reily, 2003) and consequently, it contributes to the resources expansion needed for reach written texts comprehension; b) understanding photography as visual and artistic language, works as a tool for the production and dissemination of deaf culture; c) the knowledge of the photographic language range of elements contributes to establishing a parallel between this and the written language, and it can act as a bridge for the deaf reader, in order to able him/her to access the written text reading and, therefore, expand their possibilities to understanding it.