VISUAL LITERACY AND DEAF EDUCATION

TEACHER PERCEPTIONS AND THE USE OF VISUALITY IN PEDAGOGICAL PRACTICES IN AN INCLUSIVE SCHOOL

Abstract

Visual literacy is advocated as one of the main approaches in Deaf education, with visuality serving as a central process in meaning-making and knowledge construction. However, studies such as Lebedeff (2010) point to a gap between theoretical discussions on the subject and classroom reality. In view of this, we conducted this study to investigate the use of this approach in teacher practices regarding Portuguese language instruction within na inclusive school, based on two main axes: a) teachers' perceptions and b) scenes involving the use of visuality in pedagogical practices. The methodology, based on Paiva (2019), consisted of a case study within an applied research framework with an exploratory purpose, involving five hearing Portuguese language teachers who worked at the field school. The analyses were carried out through a mixed-methods approach (quanti-quali), which allowed us to identify gaps between teachers' perceptions and the concept of visual literacy, as well as inadequacies in the use of visuality and appropriate resources for the visual literacy of deaf students. The data point to the need for systematic continuing education for teachers in the fields of Libras (Brazilian Sign Language), Bilingual Deaf Education, and the applicability of visual literacy.