The current research aims to create the Iconic Memorization Method - MMI as a
learning strategy for teaching Libras for beginners. Faced with the impasse of the
recurrent difficulty of memorizing the signs and their phonological classification, the
present work asks the following question: Is it possible to improve the didactics of
teaching Libras? The answer to this question is positive and began to be answered
during the pilot project that generated a material composed of classes and evaluative
activities, whose images were tested in an investigative way in the period before the
research. In the second moment, after the end of the Libras discipline, this memorial
was revisited and became a research instrument. After document analysis, the
autonomous method, Kripka (2015, p.57), allowed to catalog, deepen, systematize and
"use materials produced" by the researcher, based on Flick (2009, p.126), in an
approach qualitative approach supported by Minayo's “propositions, hypotheses,
methods, and techniques” (2010, p.25-26). The documents were categorized and
developed giving rise to the MMI capable of uniting two major areas of knowledge,
teaching Libras and graphic design. This method made use of the Gestalt laws in the
modules of imagery panels of a didactic sequence for the Libras discipline as a
pioneering proposal, aimed at Libras beginners. Therefore, the result of this study
confirmed the hypothesis, through the analysis of documentary activities, that the
teaching and learning of Libras in a beginner's class reached the objectives of
improving the use of time, due to the recurrent repetitions of the signs in the classroom
that take time. With the method, it was possible to improve the understanding and
storage of the topics covered in the discipline, through the iconic memorization of the
triad: concept-sign-icon and the application of design techniques in the imagery panels.
Therefore, due to the short time allocated to the research, the MMI made a cutout and
explored 4 (four) subjects of the Libras discipline in a didactic sequence consisting of
iconic images with an easy-to-interpret visual layout. However, the method created
may, in the future, work on other themes and produce a diversified material in order to
minimize the current shortage of didactic tools for teaching Libras.
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