Reflections regarding the written Portuguese Language for deaf people in the context of bilingual school

• Autor(a) principal: Maquieira, Josiane dos Santos
• Data de Publicação: 2020
• Outros Autores: Thewes, Jéssica Daiane Levandovski, Fronza, Cátia de Azevedo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Working Papers em Lingüística (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/workingpapers/article/view/71359

This article presents reflections on Maquieira's (2018) research, that investigated activities of written Portuguese language (WPL) in classes for deaf children, enrolled in the 2nd and 3rd grades on elementary bilingual public school for the deaf, located in the metropolitan region  of Porto Alegre, state of Rio Grande do Sul. The aim of this article is to reflect and (re)think about the nature of these proposals that can assist not only students in the use of the language, but also teachers in this teaching context. The data were generated from classroom observations, through photos and videos, and descriptive reports. For this article, WPL activities students produced will be considered from the material "Ideias para ensinar português para surdos" (QUADROS; SCHMIEDT, 2006), that presents the prospect of bilingual education for the deaf child, in view of linguistic and socio-cultural differences. The analysis-  follows Antunes (2003, 2007, 2009), who views the language as an activity that encompasses its use of not only based on the lexicon and grammar, but also on the development of texts which includes WPL interactions. We understand that the proposed writing activities for deaf people tend to consider WPL as their first language. Thus, to achieve that kind of teaching, it is necessary to describe both languages in a comparative/associative vision to present the particularities of each one, situating its respective functions, even before the construction of WPL activities in classroom.