When the literary text includes: reflections on training and reading experiences in one university extension project

Abstract

Experiencing literary reading for deaf children still represent a challenge for
their education in a bilingual context. There are many player aspects to the precarious presence of Literature in schools for deaf students, but some of these aspects are related to teachers’ initial training conditions and to the role of Literature in school, both factors commonly current in the education reality in many school-based contexts. Regarding these points, the main aim of this paper is to present reflections from a reading project
experience, which occurred in a school for deaf in Campina Grande, Paraiba. Our report starts from experiences in the project “Quem conta um conto…: uma viagem ao mundo da Literatura Infantil com crianças surdas” from the Extension Scholarship Program
(PROBEX/2018) of Research and Extension Pro-Rectory of Federal University of Campina Grande (PROPEX/UFCG) For this purpose, we anchored this paper to reception theory discussions about the reader as a co-author of the text’s meanings, and to the concepts which consider the practice of storytelling to the education of literary readers. The reflections point to the necessity of expansion and enforcement of Literature within this school-based context, especially considering that expressions and void-fillings in each student can also occur.