Um olhar sobre o ensino de português escrito como L2 para surdos.

Abstract

The trajectory of deaf people is marked by struggles in search of equality, social inclusion and recognition as subjects of rights. The Brazilian Sign Language (Libras) was recognized and regulated in 2002, as well as the indication of its teaching. Teaching Portuguese to the Deaf considers the mother tongue (L1) to be Sign Language, Libras, and the 2nd language. Language (L2), the written or spoken language of the country of origin, Portuguese. Through L1, Deaf people develop their language and their thinking, through L2, they assert their rights in a hearing society. For this reason, the following research question arises: What are the advances in teaching written Portuguese as L2 for the deaf? To answer this question, we propose to investigate the current panorama of teaching written Portuguese as L2 for the deaf. In order to achieve this objective, we intend in this work to: recover the general historical context, based on specific literature and legal documents; identify advances and obstacles to the effective teaching of Portuguese as an L2; and reflect on the perspectives and directions for implementing the teaching of Portuguese as an L2. Methodologically, this is a qualitative research, bibliographical and documentary review. Theoretically, we are based, above all, on the works of Fernandes (2009), Quadros (2006), Strobel (2009) and the BNCC. This study revealed that teaching materials adapted for teaching Portuguese to the deaf are scarce, which makes the process of teaching written Portuguese as an L2 challenging. Inclusion laws are relatively recent and, in relation to public policies for inclusive education, there is a lack of investment. The achievements of deaf people, such as the right to education, their recognition as subjects of rights who deserve to enjoy them equally, need to be reaffirmed on a daily basis. Some advances regarding legislation dealing with the rights of the deaf should be highlighted. However, there is still a lot to be achieved both for the deaf and for the qualifications of teachers who work with this population.