As dificuldades no processo ensino-aprendizagem da língua portuguesa por alunos surdos da sala de recursos da Escola Estadual Vicente Machado Menezes em Itabaiana-SE

• Autor(a) principal: Santos, Janiele Santana dos
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/12351
• topic: Interpretes para surdos; Educação de surdos; Surdos; Libras; Teaching of portuguese language; Teaching-learning; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

Education addressed to persons with deafness has been undergoing changes throughout history. In which notes, in a first moment, the effort of the oral of the person and subsequently, respect his mother tongue, i.e. signals language with the implementation of bilingualism. In this modality of education with regard to the mother tongue of the deaf. The discussion is greater with respect to the teaching of Portuguese Language; since the movements directed by a bilingual education claim that, the learning of the deaf must be completed taking into consideration the LIBRAS as the first language and the Portuguese as a second language. This paper aims to diagnose the difficulties in the teaching/learning process of the Portuguese language for deaf student from the secondary and elementary school in the municipality of Itabaiana, through the service in the resource classroom in the state school Vicente Machado Menezes. The adopted methodology focuses in qualitative research, by means of structured interviews (in the form of questionnaires) and application of questionnaires. The results achieved in this research showed that according to the analysis of the interview and the questionnaires, it was observed that the methodology, which the teacher develops in the resource classroom, is of bilingual philosophy, which matches the Decree nº 5.626/2005. The teacher is properly instructed to teach LIBRAS to students with deafness. Notes furthermore that the teacher of the resource classroom has shown commitments to the students’ learning and works in a collaborative manner with the others teachers of common classroom on defining teaching strategies that engage the access to the curriculum. Another point worth of note is the lack of interpreter in the classroom, something of fundamental importance, although the teachers do not know the Brazilian Sign Language. All of this is a primordial factor for that to happen the discouragement and school failure of the deaf.