Letramento para surdos: perspectivas e desafios no contexto escolar.

Abstract

The objective of this work is to analyze the perspectives and challenges of literacy in the construction of deaf students facing the challenges found in the classroom and at school. The main problems of this question are related to the pedagogical practices applied in the teaching of Portuguese as a second language for deaf students, and those issues are generally reduced to the idea that the deaf need to adapt to the teaching methods of listeners. The current context expands the mission of educators and the school in the promotion of teaching-learning, because, in addition to a concern, the challenges motivate the search for truly viable solutions for the inclusion of the deaf student in literacy process. The propositions found in the legal instruments foster an educational project with great effectiveness regarding social inclusion, but its implementation still needs many understandings, structures and real advances. Pedagogical practices are still indifferent in relation to the classroom and the school conditions reality. In order to think about such a complex and instigating theme, we chose to develop a qualitative research, using the bibliographic research method in which we had as main mediators of the discussions, authors such as MANTOAN (2006), ROSE (2011), SOARES 2001), among others, as official documents, such as: Law of LIBRAS and the Law of Guidelines and Bases of National Education that were of fundamental importance for the understanding and analysis of the recurrent literature on the theme of the deaf and literacy. Thus, we see that the school, as an essential mediator of education, needs to improve the offering of a space for inclusion for all, where pedagogical practices of Portuguese language teaching become a pleasurable and constructive activity of knowledge, involving cultural, social and cognitive behavior of the deaf student, respecting and valuing this individual as a member of a linguistic minority