Português como L2 para surdos: uma proposta de ensino a partir do gênero textual tirinha

Abstract

The reading and writing activities are relevant to human development and, consequently, help in the individual's communicative manifestations. These skills are usually conquered in the school environment. Thus, this research sought to align the teaching of the Portuguese language in the regular classroom, with pedagogical practices based on the comic strip textual genre. The option for an interventional work adopting the comic strip textual genre was due to the fact that it is a genre that contains texts and visual resources. These characteristics of the strip help in reading and writing activities aimed at deaf students. Starting from the investigation on the teaching practices of the Portuguese Language subject in the regular classroom of elementary school II at Escola Municipal de Ensino Fundamental and EJA Professora Noêmia Alves de Souza de Conde/PB, we suggest an intervention proposal for working with the reading and writing strategies in the classroom based on the comic strip textual genre. The theoretical framework consists of authors who highlight the relevance of language teaching and learning as a meaningful tool for participating in communication events in different groups, based on the contributions of Moita Lopes (2006); Kleiman (2006) and Silva (2018); on working with textual genres, Marcuschi (2008), Dolz, Noverraz and Schneuwly (2004), Alves (2020); regarding teacher training, the authors Silva, Melo, Santos, Suassuna, Cunha e Silva (2020). For data analysis we used Bardin (2011). This research is a qualitative study, with precepts in action research, carried out with five LP teachers who teach in fundamental II. To develop the investigation, a semi-structured questionnaire was used, with the aim of investigating how the teaching practices of the Portuguese Language discipline take place in the regular classrooms that have the presence of deaf students from fundamental II, in the researched school, and how the practices occur pedagogical tools for the effectiveness of the teaching and learning process. The results show that the teacher's role in this context is challenging, given the lack of teacher training aimed at working with teaching practices that include the deaf. Thus, we believe in the relevance of the continuing education course to fill possible gaps left in initial training, especially when referring to the linguistic knowledge of deaf students.