The rhizomatic multiplicities of the subject-deaf-social-plural in the process of bilingual literacy

Abstract

This is a case study traversed by cartography here. As a field of forces and relationships that make us reflect. Therefore, it is much more about socials and scientific assemblages than transforming ways of thinking than properly proposing proposals regarding the methods used to use Portuguese for the deaf. We would venture to say that this was an automatic formatting work, which unfolded over time, showing that it is necessary to detect the process of mapping and "unraveling" as the various lines that include a historical history that separates the ears. Conclude that people with deafness also use different methods that should be used by teachers in class, respecting their linguistic uniqueness. Not all deaf people make the same point in the act of learning and do not have the same resources for this. The analysis of these records allowed us to observe the creation of an act of thinking. Therefore, this work also had the intention of producing possible cartographies of these processes through manifest records of an act of thinking and, from there, a construction of reflections on the learning that transcends or causes material in the classroom.