Ensino de português para surdos: O que apresentam os documentos oficiais?

Abstract

The teaching of Portuguese for the deaf should be mediated considering the social, linguistic and cultural specificities of these students, in this way, the teaching practices should be shaped considering these aspects, because when carried out inadequately they cause lags in teaching, harming the development of the deaf. Accordingly, the existence of documents that guide teaching are essential to mediate these practices. The present work aims to investigate the existence of methodological referrals related to the teaching of the Portuguese language to deaf people in the official documents with the general objective: to understand how the teaching of the Portuguese language for the deaf should take place in the light of the official documents. Regarding the theoretical foundations, we are guided in Deaf Students and the relationship of sign language with the Portuguese language, from the studies of Harrison (2021), Gesser (2009), Silva (2001), Quadros and Karnopp (2004), Quadros, Pizzio and Rezende (2008), Zílio (2012), Fernandes (2006), Quadro and Schmiedt (2006) and Neves and Quadros (2015). To talk about Portuguese for the deaf: literacy and yours skills, we are based on the studies of Soares and Batista (2005), Soares (2012) and Fernandes (2006). To base our reflections on the Importance of working with textual genres in the teaching of the Portuguese language for the deaf, we are guided in the studies of Teixeira (2017), Sales et.al. (2004), Fernandes (2006) and Lacerda et. al. (2021). Finally, to guide our analysis we use the same authors. This is a bibliographic research with a qualitative approach whose results showed that the documents analyzed present limited considerations about the teaching of the Portuguese language, mentioning in a generic way little information regarding the subject. Thefore, it was concluded that these documents need to be reformulated to add referrals regarding the teaching of Portuguese for the deaf who guide education professionals.