Descrição de singularidades na escrita de surdos

Abstract

There are many aspects that involve as objects of study, the deaf and their language, among them is the Portuguese teaching learning process for the deaf as a language 2 (hereinafter L2) and, inserted in this process are the singularities of writing of the deaf, our object of research. Our objective in this paper is to describe the singularities in the writing of the deaf for a further development of appropriate methodologies on the issues that surround them. Theoretically, the work was based on proposals QUADROS & KARNOPP (2004), FERNANDES (2010), SOARES (1999) among others, for this we use a literature review on the Libras, deafness and written in Portuguese and in particular writing of the deaf. As singularities in the textual production of the deaf we understand they are linguistic constructions that are only identified in users of natural Brazilian Sign Language. This work is based on qualitative research of an explanatory nature, interpretive and documentary made up of a corpus of 12 essays written by vestibular deaf people to enter the course Letras Libras UFPB VIRTUAL in 2010. There are evidences in the deaf texts that show they have learning difficulties in school life and, probably, these difficulties are linked to inadequate process of language acquisition, either by a delay in this acquisition that would occur naturally in sign language and in a timely manner , either by the imposition of learning spoken and written language that it is not natural, in this case, the Portuguese language. Most languages in the world besides to resort to speech, resort to spelling and appeals to both complement each other as a means of communication and technology essential to the social practice. Our first hypothesis concerns the fact that the transfer to the Deaf written morphosyntactic structure of sign language it is due to the initial stage of literacy in the language 2 that interferes in written production in this language; the second hypothesis is that despite the methodological approaches in Portuguese teaching for deaf they do not include the deaf student or young adult stage of completion of high school whose natural visual espace language does not have a written side which also interferes with their textual production and, the third that the teaching of deaf language was Portuguese as a language 1. The results confirm our hypothesis suggesting that the singularities identified in the textual production of a deaf student are the result of the strong influence exercised by speech / Libras gestures of the deaf and that they are in the initial stage of L2 literacy.