Educação bilíngue para surdos: inquietações sobre a aquisição da escrita em língua portuguesa.

• Autor(a) principal: Carvalho, Michele Elias de
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UNICAP
• Texto Completo: http://tede2.unicap.br:8080/handle/tede/1403
• topic: Teses; Surdo - Educação; Educação bilíngue; Educação inclusiva; Escrita - Aquisição; Theses; Deaf - Education; Bilingual education; Inclusive education; Writing - Acquisition; LINGUISTICA, LETRAS E ARTES::ARTES

The teaching of the Portuguese language in the written form has been one of the biggest challenges in deaf education. This situation occurs due to the fact that the deaf are being subjected to a schooling process that has the culture of the hearing as a theoretical and methodological basis, that is, there is an integration in the school systems that were not thought for them and, consequently, some measures adopted require further reflection on their validity, which may lead to school failure. In contrast to this perspective, bilingual education emerges as an alternative to schooling the deaf, in which Sign Language is considered the first language and Portuguese should be taught as a second language. Following this premise, the National Education Plan (2014-2024) points to the education of the deaf in a bilingual perspective, which should take place in bilingual schools and classes, as well as in inclusive classes. Therefore, the present research has as its primary objective: to analyze how some models proposed by the educational and linguistic policies that guide bilingual education for the deaf are contributing to their linguistic development, in the written modality of the Portuguese language. As a theoretical basis, studies on bilingualism, bilingual education and bilingual education for the deaf by authors such as Grosjean, Harmes and Blanc, Vygotski, Fernandes, Quadros, among others, were used. Regarding inclusion and inclusive education, the studies of Vygotski, Sanchez, Mantoan, Figueiredo, among others, will guide the discussion. The methodology used was the qualitative approach, of an applied nature that aims to explore the theme through the existing bibliography and a study of two teaching systems that offer bilingual education for the deaf from different orientations, one with inclusive classes and the other with bilingual classes. For analysis and interpretation of the corpus, we used Bardin's content analysis and the interlanguage stages proposed by Selinker. The researched population was composed of deaf students and teachers of Portuguese Language from four classes of the 4th and 5th years of elementary school in public schools in the municipalities of Recife and Jaboatão dos Guararapes. The study in question, based on linguistic and educational policies, identified that, so far, with regard to the acquisition of writing, no significant difference was found between the models of class organization and teaching that show the prevalence of one of them in influencing the change of postures in relation to the teaching of writing for the researched group. In this sense, we hope that the reflections on the difficulties that existed or still exist to write in Portuguese provide an improvement in the quality of texts written by students, as well as in teaching practice.