Littera: Revista de Estudos Linguísticos e Literários

Ensino de português para surdos em salas de aula inclusivas: formação docente e possíveis reflexos metodológicos

Elton César Soeiro Maramaldo Júnior — 2025-11-27

This article aimed to problematize the initial and continuing education in Brazilian Sign Language (Libras) of Portuguese language teachers who work in inclusive schools in the state network of São Luís do Maranhão. To this end, we articulated discussions about the training profile of teachers with scenes of their methodologies used in teaching Portuguese to deaf students. The theoretical basis is anchored in Lodi and Lacerda (2015), Gomes (2020), Faria-Nascimento et al., (2021), Silva and Seabra (2022), Paz and Ribeiro (2024), among others who contribute to the debate and address aspects of teacher training in relation to the education of the deaf. The methodology was based on Paiva (2019), focusing on a qualitative approach of an exploratory nature. The research participants were ten teachers of the Portuguese Language curricular component, who work in different schools. Data were generated by mens of the application of digital questionnaires, sent via access link to the participating teachers’ WhatsApp. The analyses were carried out using a mixed approach, which indicate that (i) Portuguese teachers did not receive adequate initial training in Libras during higher education; (ii) most teachers did not seek continued training in Libras, even though they teach deaf students; (iii) most teachers use methods that do not understand the teaching of Portuguese as a second language (L2) to deaf people. Based on the analyses, we realized that inclusive schools, as recognized fields of research, need to restructure their educational proposal for deaf people, so as to enable training focused on a social change in the conception of deaf students and sign language. Along this line, collaboration between professionals involved in deaf education and inclusive schools is vital for teaching Portuguese which is meaningful to the visual and cultural experiences of deaf people.

Educação bilíngue para surdos: desafios e perspectivas no contexto pedagógico

Silvia Helena Muniz da Cunha — 2025-11-27

This article aims to demonstrate the pedagogical implications of bilingual education for deaf students in Brazil, highlighting the Brazilian Sign Language (Libras) as the first language and the teaching of written Portuguese as the second language. The studied problem lies in the challenges encountered in the implementation of bilingual practices in some schools that include deaf students, directly impacting their linguistic and academic development. To support the discussion, the studies of Quadros and Karnopp (2004) were used, analyzing the linguistic structure of Libras and its importance in the development of deaf individuals; Skliar (1997), emphasizing the cultural identity of the deaf and the challenges of educational inclusion; and Lodi and Lacerda (2019), addressing the difficulties in teacher training and teaching Portuguese as a second language. Additionally, Strobel (2009) contributes to understanding deaf culture and the appreciation of Libras as an essential element in the construction of students' identity. The research aimed to analyze the
effectiveness of bilingual education for deaf students in Brazil, identify the main challenges faced, and propose strategies for its improvement. The adopted methodology was based on a bibliographic review and documentary analysis of legislations such as Decree 5.626/2005 and the Base Nacional Comum Curricular (BNCC), which regulate bilingual education. The results indicated that valuing deaf cultural identity and training qualified teachers are fundamental to significant advancements in this field. Furthermore, the lack of adapted teaching materials, the shortage of trained teachers, and structural limitations were identified as factors compromising the effectiveness of the bilingual model. Therefore, it was concluded that it is essential to invest in public policies that strengthen bilingual education for deaf students, promoting a truly inclusive and equitable education.

O uso do determinante nominal no espaço metafórico da Libras como estratégia de tradução: uma análise linguística do poema Canção do exílio

Lia Kellen França — 2025-11-27

The objective of this work is to analyze the translation of the poem Song of Exile by the poet Antônio Gonçalves Dias, focusing on the use of nominal determinants in metaphorical space considering as a translation strategy. This is an investigation that involves the translation of the linguistic pair Portuguese Language - Pounds, where both have their own linguistic elements and structures. The Portuguese language, being vocal-auditory has as main characteristic the manipulation of the voice, and the Libras that is gestual-visual modality uses non-manual expressions and pointing marks to its referential elements in their articulated statements in space. Thus, it is essential that the translator understand these peculiarities and reflect on their political role in translating poetic literature to deaf audiences in a way that is acceptable and enjoyable. The methodology will be qualitative, because this research aims to analyze and describe the use and
effect of the use of the nominal determinant in the metaphorical space in poetic translation for Libras. In order to support this research, we mainly use the theoretical contributions of Prado and Lessa-de-Oliveira (2012) and Prado (2014) on the nominal determinants in Libras; Ribeiro (2020) as to the understanding of poetic elements that can be used in translations of cordelistic poems in the linguistic pair Língua Portuguesa - Libras; and, Sutton-Spence (2018) with regard to the analysis of productions in Libras poetry genre. As a result, it is understood that during the signaling of the poem Song of Exile, the translator makes use of the metaphorical space on the right, left and central sides, as well as the sign "local" as a nominal determinant to mark respectively the countries and whenever necessary use the movement of the body to the right and/or left, to incorporate the referents, and the direction of the look with the inclination of the head when it comes to one of the sites. These strategies are used in order to return to the nominal determinants in poetic translation, converting the translated text into a more visual and appropriate product the Deaf Translation Norms.

Processos de composição dos sinais em Libras dos bairros de São Luís

Elis Maria Barbosa Silva dos Santos — 2025-11-27

This paper presents a study on the morphology of the Brazilian Sign Language - Libras. It aims to identify the morphological compositional processes in the signs of the neighbourhoods of São Luís, Maranhão, Brazil. This is descriptive research, with a quantitative and qualitative approach. For analysis, were selected 70 signs from neighbourhoods in São Luís- MA present on the Maranhão em Sinais platform. These signs were analysed using the theory from Felipe (2006) and Rodero-Takahira (2020), grouped according to juxtaposition and agglutina-tion processes. Four different groups of signs were found, the composed of juxtaposition, the composed of ag-glutination, the composed of juxtaposition and agglutination, and the simple signs. The morphological process identified were grouped into three main groups: (i) signs composed of juxtaposition, (ii) signs composed of agglu-tination, and (iii) signs composed of juxtaposition and agglutination. In the first group, 42 signs with a morpho-logical juxtaposition process were observed, including: 13 signs with spelling + sign; 2 signs with sign + spell; 18 signs with sign + sign; 2 signs with sign + classifier; 1 sign with classifier + sign; 2 signs with spelling + classifier; and 4 signs with spelling + spelling. In the second group, 25 signs composed of agglutination were identified, including: 1 sign with sign + sign; 10 signs with spelling + sign; 5 signs with spelling + classifier; and 9 signs with spelling + spelling. In third group, 3 signs composed of juxtaposition and agglutination were identified, and there was no subgroup. The analysis demonstrated that there are more signs with juxtaposition processes, while signs composed by agglutination are less. In addition, it was able to verify the presence of 03 neighbourhoods in the website with only spelling, and the absence of signs for 07 neighbourhoods of São Luís. We hope that this re-search will encourage more researchers to carry out studies related to these issues and contribute to the process of disseminating Libras and the inclusion of the deaf and their language in society.

Processos de flexão na formação de sinais: um estudo das gírias utilizadas pela comunidade surda de São Luís – MA

Esteliude Santos Cardoso — 2025-11-27

This study aimed to understand the morphological sign formation processes of the slang used by the deaf com-munity of São Luís; and it tries to answer the following question: How is possible to identify inflections in the morphology of slang signs used by deaf community in São Luis? This research shows a part of the research made by the first author When she concluded the graduation in Letras Libras, with the supervision of the two other authors in this article. It is important because it can help the research about Libras morphology, and eluci-date questions about the formation of signs. As a theoretical framework for the study of morphology, we used Quadros and Karnopp (2004), Aronoff, Meir and Sandler (2005), Faria-Nascimento (2009; 2013), Quadros (2019) and Quadros et al. (2023) and other authors. About slang, we used Preti (1984; 2000) and Silva (2008). We turn to Silva (2015) and Cruz (2020) to talk about slang in Libras. The research is a qualitative and quanti-tative descriptive study of the signs present in the slang category on the Maranhão em Sinais website. In the forst research, that is base for this article, we identify various morphological process in formation of slang signs, but her we focus in inflections: 06 (six) slang signs with morphological processes of concordance inflection, 20 (twenty) signs with aspectual inflection. The concordance inflections can be identified by the change on the movement direction of the sign, that makes possible to know who makes or receive the action. The aspectual inflection can be identified using non-manual expressions.

Linguistic and cultural elements used by deaf authors to create delimited stories in Libras

Nelcyleide de Jesus Pedrozo — 2025-11-27

The aim of this article is to describe the linguistic and cultural elements used by deaf authors in the creation of Delimited Stories in Brazilian Sign Language - Libras. Currently, there are a significant number of deaf authors who have produced poems and stories in Libras and, among these, we find Delimited Stories. These can be ABC Stories, represented through the sequential use of the hand configurations of the manual alphabet that goes from A to Z, forming names from the letters; numerical stories, which use the sequence of numbers; stories of a single hand configuration. It is therefore important to understand this aesthetic use of Libras. In order to support this research, we used the concept of norms as a standardization that does not depend on a single individual, but on the whole community (Toury, 1995); the study of the cultural productions of deaf people in Sign Language (Mourão, 2011); and the linguistic and cultural elements that serve to generate an aesthetic effect in poetry in Libras (Sutton-Spence, 2021). In terms of methodology, we present a qualitative and descriptive approach to the linguistic and cultural elements found in the analysis of the Delimited Story presented by the deaf poet Nelson Pimenta, in the form of a video, on the website of the National Institute for Deaf Education - INES. As a result, it was understood that in the creation of Delimited Stories in Libras, deaf authors can make use of linguistic and cultural elements to cause an aesthetic effect, including: symmetry, float, anthropomorphism, classifiers, morphism, lexical synchronicity, space, anticipation and exaggeration. Therefore, it is understood that the standardization of these elements is characterized as norms, which can also be reproduced by translators and interpreters of the Portuguese language pair Libras, in order to present the deaf audience with a text that appeals to the senses and creates an aesthetic experience.

Docência e surdez: narrativas de professoras surdas

Jacirema de Jesus Bezerra Batista — 2025-11-27

The objective of this research is to explore the narratives of deaf female teachers based on their teaching experiences, knowledge, and lived experiences. Through an intersectional perspective (Akotirene, 2019) encompassing gender, teaching, and disability, it is possible to understand these women's life trajectories, interwoven with visual experiences significantly marked by oppression, educational challenges, and ableism. Furthermore, the study seeks to comprehend their life paths intertwined with the learning of Brazilian Sign Language (Libras), as well as issues of identity and inclusion within the teaching profession. The methodology is grounded in Paiva (2008), which emphasizes narratives as a methodological approach to uncover the essence of participants' experiences, knowledge, and stories. The study focuses on deaf narratives, drawing on Vieira-Machado (2008), acknowledging their specificity, characterized by visual experiences. Additionally, Minayo (2016) provides a methodological framework that allows flexibility in conducting interviews, incorporating open-ended questions and responses. Discussions on gender and women's relations are informed by Beauvoir (1970), Scott (1995), and Butler (2003). The intersection of gender and disability, and its relation to teaching, is discussed through Perlin and Vilhalva (2017), Neves (2020), Perrot (2007), Rodrigues (2019), and Farias (2017), among others. The results highlight the perspectives of women who choose teaching out of free will, despite the oppression they have faced throughout their lives. Their relationship with teaching is marked by affectivity and the daily confrontation of various forms of oppression, including symbolic violence, ableism, exclusion, and power dynamics, which are uniquely experienced by women with disabilities.

O limiar de uma década de Letras-LIBRAS no Maranhão: entrevista com Maria Nilza Oliveira Quixaba

Heridan de Jesus Guterres Pavão Ferreira — 2025-11-27

Entrevista com a Profa. Dra. Maria Nilza Oliveira Quixaba.