O ensino da língua portuguesa como segunda língua (L2) para estudantes surdos em uma instituição especializada

Abstract

The teaching and learning of Portuguese language (LP) as a second language (L2) for Deaf students represent the visuality in the pedagogical practices that were applied by five teachers (four hearing and one Deaf) in a specialized institution in the north of the state of Paraná. The research was conducted because the majority of Deaf students reach adult age with difficulties in reading and writing in LP, being wrongly considered with cognitive delay. Therefore, the questions were focused on how the teaching of reading and writing in Portuguese as L2 for the Deaf person, using Brazilian Sign Language (Libras) as a first language (L1) in bilingual education. The difficulty in the acquisition of written language by the Deaf student moved the present research targeted to the teaching of LP as L2 on written modality. The general aim was to analyze and describe methodologies that were used during the period of teaching and directly related to reading, writing, and comprehension of LP on written modality applied to Deaf students participants of the research inserted on the early series of basic education in a public school specialized for the Deaf as an institution on the bilingual proposal. The methodology idealized was qualitative with exploratory-descriptive character, and the data collection was realized by daily didactical teaching observation. The study investigated theoretically and empirically the pedagogical actions used by five teachers that teach nineteen Deaf students (with different types of deafness) from the first to the fifth year of elementary school. In this sense, identified possible gaps, resulting from observations, through technological support, will develop the integration of the creation/production of teaching materials that can assist in the development of skills and competencies guided by the Common National Curriculum Base (BNCC) and the Curriculum of the Paraná State Network (CREP). Besides that, there was a deepening of the knowledge construction related to the composition of written production of Deaf students. The analysis of the results was made by data triangulation obtained during an investigation involving a bibliographic search, an exploratory approach (survey and observation in class during PL classes) semi-structured recorded interview in Libras with the teachers, and annotation by transcription of the speech for written LP. The data were analyzed and categorized and qualitatively and interpreted from the unit contents and registers that allowed some reflections about the PL subject for Deaf students. This study made it possible to realize how it is still important to review strategies and methodology of teaching LP as L2, considering that even if it can favor them, the proposal aimed the way it is established on the school curriculum did not achieve the proposed goals. It is possible to emphasize that even if adaptations are promoted, there are still many aspects that should be overcome so that Deaf students can socialize with their pairs in the classroom. To that end, it is fundamental to promote LP teaching for Deaf students and guarantee that they participate in the social context, acknowledge them as the mean of identities development of their users and the community they belong to because they need to know Libras and LP to interact in society and have their role on the social environment. Therefore, the discussion is essential to refer to the developed practices by the teacher and the institution on the development of these Deaf students. The didactic, when well methodologically replicated, can bring to LP and L2 significant learning, promoting the participation of the Deaf student with autonomy and protagonism in social life.