VISUAL ARGUMENTATIVITY FOR DEAF PEOPLE: THE IMAGE MEDIATING WRITING IN PORTUGUESE

Abstract

Argumentativeness and discourse are interconnected and reveal persuasive power through the linguistic actions performed. Under theoretical perspectives of Visual Pedagogy and the relationship between argumentativeness and image, we investigate the relevance of these components for the correlation, comprehension and writing in Portuguese Language (PL) in the education of the deaf. Such competencies require the establishment of a connection of meanings between the images and the texts related to them for the exercise of visual argumentativeness. We analyzed reports and activities applied in the Portuguese Language classes of the Pedagogical Support Center of Ipiaú – CAPI under the methodology of documentary analysis. The collected data were submitted to content analysis as a heuristic function, verifying the content in a qualitative approach by delimiting the presence or absence of characters common to the writing process of the deaf in PL. We hope that these results will contribute to the effective participation of the deaf in the various literate environments in which they live.