ALFABETIZAÇÃO EM ASL E DESENVOLVIMENTO DO PENSAMENTO CRÍTICO

Abstract

Most definitions of literacy, both historical and contemporary, define it as the sets of skills needed to learn and work within the basic needs of everyday life (Lankshear & Knobel, 2006; Lemke, 2004, as cited in Korhonen, 2010). Even the United Nations Educational, Scientific, and Cultural Organization (UNESCO) defines information literacy as “a capacity-building context, as the skills and capabilities for critical reception, assessment and use of information in peoples’ personal or professional lives” (FrauMeigs & Torrent, 2009, as cited in Korhonen, 2010, p. 218). However, these definitions do not fully capture literacy as the skills needed for everyday life in and outside of work or those fostering critical thinking development. More specifically, these definitions do not explicitly apply to American Sign Language (ASL) literacy. To date, ASL bilingual-biliteracy pedagogy has paid little attention to the definition of ASL literacy and to a full understanding of how it is embedded in cultural and social practices. The focus has been more on the ASL curriculum, teaching practices and strategies, ASL assessment, or its connections to ASL as a language of study. This article focuses on the comprehensive definition of ASL literacy and on the different components of how ASL language and culture2 are connected to critical thinking development and to the use of metalinguistic and metacognitive skills such as comprehension and construction strategies to decode, comprehend, assess, evaluate, and reflect upon ASL literacy works and ASL texts, including ASL media works. In this sense, ASL literacy is seen as greater than the definition of skills needed for work and study, extending to skills needed for life. Furthermore, this article illustrates how ASL literacy learning is connected to the interrelationships between the child, the home, the school, the ASL community, and the global community