Letramento de alunos surdos em classe bilíngüe : possibilidades e desafios

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This research aimed at investigating the conditions offered in a Bilingual Class that could favor deaf students in their process of learning and development of the written Portuguese language. For that purpose, it was necessary for us to analyze the educational context of the Bilingual Class, the pedagogical strategies used, the communicative interactions and the interlingua phase in which the texts produced by the students are. The research was carried out in an inclusive public school of the Federal District. The methodology used in the research was the principles of qualitative approach, of ethnographic nature, with the following tools: participant observation, semi-structured interviews and document analysis. The issue of the literacy of deaf students is not a recent concern; most of the deaf individuals, despite being able to de-codify the graphic signs, show difficulty in understanding what they read. Attribute this fact to the conceptions of reading and writing put into practice in school and also to the little knowledge of Portuguese that most of the deaf students have when they first arrive at school. In the case of deaf children, although they come to school with a kind of communication made up in the family interaction, they do not have a language on which they can base themselves in the task of learning how to read and write. Their distance from the reading and writing practices, their little familiarity with Portuguese, contribute for the students to be able to de-codify the graphic symbols but not to be able to give meaning to what they read. The field work enabled us to perceive several issues: the importance of the sign language for the communication with deaf students, the need for the teacher to know Libras, the importance of using pedagogical strategies that will take into account the visual memory of the deaf, incentive to reading and writing, among others. The teachers researched are remarkable in their affective relationship with their students; the classroom is an environment of harmony and mutual respect conducive to student learning and participation. The conception the teachers have of deafness as a difference, not as a deficiency, demonstrates that they believe and invest in and promote the student. Mainly, they used pedagogical strategies that foster their learning and their development of reading and writing skills, based on interactions in sign language, considering the interlingua phases as part of the process of second language acquisition.

ASSUNTO(S)

inclusão educacao classe bilíngüe reading and writing leitura e escrita inclusion estratégias pedagógicas aprendizagem learning interlíngua pedagogical strategies bilingual class interlingua

ACESSO AO ARTIGO

Documentos Relacionados