Língua escrita e surdez: uma análise das práticas pedagógicas desenvolvidas em escola especial de orientação bilingue

Abstract

This study aimed to investigate the teaching practices of written language to deaf students in special schools bilingual guidance. Based on the contributions of Vygotsky (1997 and 2000), Ferreiro (2001) and Soares (2009 and 2010) were collected and analyzed data on the processes used in those schools that have as a basis for the teaching of writing, the acquisition by these students, the Brazilian Sign Language (LBS). In this sense, the analysis was based on the perspectives that consider the written language as a form of representation different from any other language and the relationship between the appropriation of the essential elements of the written language (literacy) and social use (literacy). To this end, we used data collection procedures to observe in a class of special school for deaf students, held from 02 to 05/2011, both with regard to the time of the formal discipline of portuguese language, and the other disciplines in which written language is used. The main findings of the investigation were: the teaching activities developed, involving the use of written portuguese language, did not favor its effective ownership to the extent that the relation between sign language and written Portuguese impoverished the linguistic knowledge and of world of the students and the teaching of written language is still being designed as coding of sign language