The picture book and the inclusion of deaf children in the school library

ABSTRACT The objective of the article is to reflect on the reading and writing process of the deaf, showing its impact on the actions of the reading mediator in the school library and to present the picture book as an efficient resource for the reading flow of the deaf. He argues that deafness goes beyond the finding of a disability and stands out for a difference. In this sense, it was essential to address in this work the Sign Language, a space-motor-visual language that will mediate the thinking and communication of the deaf subject, as his thinking is processed differently from the listeners, that is, through signs. Methodological procedures, the text was built based on bibliographical research, in the areas of Education, Librarianship and Information Science, without temporal delimitation due to the scarcity of scientific production, especially in the last two areas. It emphasizes that the school library needs to value the reading of children's literature, which can be a source of diversity and multiplicity, and the action of reading mediators is essential to strengthen reading practices. Detects that, in general, a school library does not present itself as an accessible and inclusive place and, for this reason, it is not part of the life of the deaf; as well as the attitude of the mediators towards the deaf child does not strengthen the feeling of belonging and the appropriation of the various literary texts. It concludes that the picture book, with its visual receptive vocabulary, tends to contribute to the insertion of deaf children in the universe of reading and to favor enjoyment, pleasure and learning through literature.

摘要 本研究旨在反思聋人群体的读写过程，阐明其对校图书馆内阅读介导者（reading mediator）工作行为的影响，并提出绘本（picture book）可作为促进聋人群体阅读流畅性的高效资源。本文提出，聋性并非仅等同于残疾，其本质是一种差异。据此，本研究重点探讨了手语（Sign Language）——一种兼具空间性、运动性与视觉性的语言——其可作为聋人主体思维与沟通的媒介：聋人的思维加工方式与健听者不同，其思维通过手语完成。本研究的方法论基于教育学、图书馆学与信息科学领域的文献研究构建；由于相关学术成果较为匮乏（尤其在后两个领域），未设定研究的时间范围限制。研究强调，校图书馆应重视儿童文学阅读，儿童文学可成为多元性与多样性的源泉，而阅读介导者的工作对于强化阅读实践至关重要。研究发现，多数校图书馆并未打造为具备可及性与包容性的场所，因此未能融入聋人的日常生活；同时，阅读介导者对待聋童的态度未能强化其归属感，也未帮助其有效接纳各类文学文本。本研究最终得出结论：绘本凭借其视觉化的接受性词汇，有助于聋童融入阅读世界，并利于通过文学阅读获得愉悦、乐趣与学习收益。