摘要：This paper presents, beyond one brief exposition of the theoretical horizon that bases the inquiry, the methodology and a description of developed learning objects with the objective to identify new acquisition resources, for deaf children, of the written Portuguese language and the Brazilian Language of Signals, LIBRAS. This study is being developed in the Laboratory of Design Pedagogy of the Pontifical Catholic University of Rio de Janeiro (PUC-Rio, Brazil) and it is being supported by the FAPERJ and by the CNPq Brazilian research supporting institutions. In order to make the development of the referred research feasible, a partnership between National Institute of Education of Deaf People of Rio de Janeiro (INES, Rio de Janeiro, Brazil) and PUC-Rio was instituted, assuring that the study occurred having access to real classroom situations, making feasible experimentations and exchange of knowledge with professors, speech therapists and students. Besides the theoretical basis on which the research is founded, this paper presents a description of two objects that were designed: one concrete and a multi-media one. They explore different forms of visual language and allow the simultaneous use in learning the Portuguese written Language and LIBRAS, the Brazilian Language of Signs. Key words: design, alphabetization process, teach-learning, Brazilian Language of Signs, deafness.
其他摘要：This paper presents, beyond one brief exposition of the theoretical horizon that bases the inquiry, the methodology and a description of developed learning objects with the objective to identify new acquisition resources, for deaf children, of the written Portuguese language and the Brazilian Language of Signals, LIBRAS. This study is being developed in the Laboratory of Design Pedagogy of the Pontifical Catholic University of Rio de Janeiro (PUC-Rio, Brazil) and it is being supported by the FAPERJ and by the CNPq Brazilian research supporting institutions. In order to make the development of the referred research feasible, a partnership between National Institute of Education of Deaf People of Rio de Janeiro (INES, Rio de Janeiro, Brazil) and PUC-Rio was instituted, assuring that the study occurred having access to real classroom situations, making feasible experimentations and exchange of knowledge with professors, speech therapists and students. Besides the theoretical basis on which the research is founded, this paper presents a description of two objects that were designed: one concrete and a multi-media one. They explore different forms of visual language and allow the simultaneous use in learning the Portuguese written Language and LIBRAS, the Brazilian Language of Signs. Key words: design, alphabetization process, teach-learning, Brazilian Language of Signs, deafness.
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