ENSINO DE PORTUGUÊS PARA SURDOS: CONTRIBUIÇÕES DA SEQUÊNCIA DIDÁTICA PARA O ENSINO DE CONCORDÂNCIA VERBAL

Abstract

This paper aims to propose the teaching of Verbal Concordance for deaf students of 6th. Year of Elementary School, from the development of a Didactic Sequence based on the theory of Schneuwly and Dolz (2004). The textual genre chosen to compose the pedagogical proposal was Comics, for making use of verbal and non-verbal language, since the teaching process of the deaf student benefits from the use of visual images and educators should understand more about their constructive power to use them properly (REILY, 2003). The proposal was made taking into consideration the notions of Verbal Concordance according to what Cunha and Cintra (2019) and Bechara (2019) propose. To understand the proposal, it is necessary to discuss the deaf culture and how this process influences the writing of individuals in the condition of deafness, since they are subjects who have the Brazilian Sign Language as their first language, and Portuguese as a secondary language, in its written modality.