SOCIAL SEMIOTICS AND MULTIMODALITY: A PROPOSAL FOR TEACHING WRITTEN PORTUGUESE TO DEAF STUDENTS

Abstract

This article has two main objectives, first: to reflect on the concept of multimodality within Social Semiotics and second: to propose a example of written portuguese class, supported by the theoretical assumptions reviewed in the article, for deaf students who use libras – brazilian sign language. To fulfill the first objectives, we will discuss Kress and Leeuwen (2000; 2006); Dionísio (2014) and other authors who stand out within the topic addressed. To fulfill the second objective, we will discuss, initially, the particularities of the deaf individuals and the most appropriate teaching methodologies to supply the educational demands of this ones. Grounded on theory and practice, in the classroom, we intend to develop a proposal for teaching portuguese to the deaf that is flexible, in other words, that can serve as a support for various themes and objectives. This article is, partly, the result of the work developed by the extension activity carried out by UFPE under the title: Teaching the Portuguese language to the deaf: didactic strategies.