Ensino de língua portuguesa para surdos na escola inclusiva: dificuldades e estratégias.

Abstract

This work was motivated by the need of knowing experiences of indecision in the education of the deaf person, since many universities, in the process of training undergraduate students, still have few spaces for discussion about Portuguese language teaching for the deaf. Although, decree 5.626 / 2005, which regulates Libras, highlights the need to insert a specific discipline to approach teaching strategies of this communication system as a second language. Thus, our goal is to present the main difficulties and strategies for working with the Portuguese language with these students in regular classrooms. The methodology used for this research consisted of a qualitative approach, of a basic nature, and as for the objective is classified as explanatory research, having as a data collection procedure the bibliographic research. This data collection will be based on the researches of Oliveira (2009), Quadros and Schmiedt (2006), Quadros (2006), Salles et al. (2004), among others, considering that these authors propose that the teaching of Portuguese language for the deaf should occur through bilingual education, they suit the intention of this study. From the analysis of the investigations of these authors, we verified that, through a bilingual educational system counting on the partnership between qualified teacher, the interpreter of Libras and the teacher of the Specialized Educational Assistance for teaching of Portuguese Language, and using visual materials constructed under this perspective, the deaf student learns more effectively. In addition, we note that inclusion does not occur by just enrolling the deaf student in school, instead, it is necessary to rethink the curriculum (inserting Libras and Portuguese as instructional languages) and evaluation (through instruments that allow free expression of knowledge by the deaf in their own language and to advance in the registration of the second language).