The textual production process in portuguese language of deaf students of a public school: challenges and possibilites

• Autor(a) principal: Zaqueu, Livia Conceição Costa
• Data de Publicação: 2019
• Outros Autores: Alves, Dirce Socorro Ribeiro, Silveira, Francisca Morais da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/27838
• topic: Deaf; Writing; Bilingual education; Sordera; Escrita; Enseñanza bilingue; Surdo; Escrita; Ensino bilíngue.

This work aimed to analyze the characteristics of the Portuguese - language texts produced by 8 deaf students enrolled in the 3rd stage of Youth and Adult Education (EJA) of a state school in the city of São Luís - Maranhão. The following instruments were used: 1) Questionnaires applied to deaf students; 2) Documentary analysis of the textual production of deaf students; 3) Unstructured interview with the teacher. The results show that although the students studied read different texts and reproduce their conceptions, most (75%) do not attend the library to perform this activity. Regarding the analysis of the production, the study showed that there are great difficulties in the production of texts in Portuguese language by these deaf students obeying the grammatical rules, however, this result does not affect the taste for the reading of the majority of these students (87.5%). It was verified that the students had enough stimulus to produce texts (87.5%), which favors the relation of the reading practice and the school performance, more than half (62.5%) of the students studied can not produce more than two Texts per week at school. In view of the difficulties encountered in the process of acquisition of written language by deaf students, we recommend the implementation of continuing education policies for Portuguese language teachers who work with this public aiming at improving the teaching process of these students and consequent school performance As a way of effecting bilingual education with respect to the specificities of these students.