Ensino de língua portuguesa para surdos no atendimento educacional especializado: desafios e possibilidades.

Abstract

This work is the result of a bibliographical and documentary research that aimed to reflect on teaching Portuguese Language to deaf students in the Atendimento Educacional Especializado (Specialized Educational Service - SES), mediated by Brazilian Sign Language. In view of this, we seek to show the orientation, present in the related literature, to carry out the educational activity and teaching strategies employed by teachers of this service in the Salas de Recursos Multifuncionais (Multifunctional Resource Rooms) to teach Portuguese to the deaf student. For this, we initially tried to identify in the related literature the assumptions of teaching Libras for the deaf student; to enumerate the main strategies for teaching Libras and Portuguese Language in the written modality, used in the SES; and to relate the relevance of acquiring Brazilian sign language to the learning of the second language by the deaf student. In this sense, bilingualism is configured in a practice that develops the communication and appropriation of the deaf in both the first and second languages. We use a methodology based on a qualitative approach, of a basic nature, in which, for the data collection, we base ourselves on documents of the legislation in force in Brazil and on authors such as Bondezan and Goulart (2013), Damázio (2007), Schmiedt and Quadros (2006) and others dealing with the bilingual approach, in which Libras is used to mediate the teaching of the Portuguese language to the deaf. After analyzing the data exposed, we verified the relevance of the use of Sign Language as a language that allows the process of internalization of concepts and understanding of a language, skills necessary for the deaf to take ownership of the Portuguese Language. In order to implement this proposal, we found that the continuing education of the resource room teachers assisting deaf students benefit the deaf students assisted in this space, since this professional can acquire new knowledge and develop skills in order to use more appropriate teaching strategies to this public. In addition, it will guide him/her to seek pedagogical and human resources so that the deaf student can appropriate the written Portuguese language.