Abstract
Historically the difficulties of deaf students in relation to reading and writing skills were attributed to some causes inherent to deafness, however, currently, it is known that these difficulties occur because of a lack of consideration during the process of teaching and learning, of the deaf language specificities. Thus, the vast majority of deaf people, young and old, had no schooling that had respected these specificities. Therefore, this study aims to describe and analyze pedagogical strategies for the teaching of written Portuguese as a second language, from the construction of knowledge in Libras, in workshops for graduated deaf students in the literacy levels of basic education. The activities of the workshops were documented by video recordings and record in field diaries. Based on the conceptual framework of cultural-historical approach, this study demonstrated the importance of the relationship between researchers and deaf participants offered by language, constituting a space for communication, training and development of individuals. The results indicated that the use of Libras as language of instruction in these areas is critical to the construction of concepts and acquisition of knowledge in reading and writing, as well as appropriated teaching and informed in pictorial resources favored dialogical exchange, facilitating the understanding for deaf people.
Highlights
The difficulties of deaf students in relation to reading and writing skills were attributed to some causes inherent to deafness, currently, it is known that these difficulties occur because of a lack of consideration during the process of teaching and learning, of the deaf language specificities
The results indicated that the use of Libras as language of instruction in these areas is critical to the construction of concepts and acquisition of knowledge in reading and writing, as well as appropriated teaching and informed in pictorial resources favored dialogical exchange, facilitating the understanding for deaf people
Dessa forma, é fundamental que as estratégias pedagógicas voltadas aos alunos surdos propiciem oportunidades efetivas para o desenvolvimento da linguagem, privilegiando ambientes em que ocorram trocas dialógicas, com uma língua que os beneficie para a aquisição do conhecimento, com o intuito de reduzir a defasagem educacional em relação a seus colegas ouvintes
Summary
O processo de ensino-aprendizagem da linguagem escrita da língua majoritária como segunda língua para surdos é tema de reflexão por parte de muitos pesquisadores e de estudos orientados por diversas perspectivas teóricas. O ensino do português como segunda língua para surdos deve ser realizado com base em uma língua passível de compreensão – a língua de sinais, para que o esperado encontro entre as duas línguas seja usado com o fim de nortear essa aprendizagem, que “tem na L1 a base para a compreensão e significação dos processos socioculturais, históricos e ideológicos que perpassam a L2"4 O presente artigo objetiva descrever e analisar estratégias de ensino de português como segunda língua, utilizando a Libras como língua de instrução, em um ambiente não escolar, em oficinas para surdos que já passaram pelas etapas de alfabetização da educação básica, mas que não são proficientes em português escrito. Ainda, a conhecer melhor o papel da língua de sinais como língua mediadora da construção de conhecimentos sobre o português escrito, bem como a compreender os valores atribuídos a essas línguas, em ambientes de aprendizagem
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