Importância das metodologias de ensino de Língua Portuguesa para os surdos na perspectiva da Educação Bilíngue: uma abordagem de Letramento

• Ano de defesa: 2024
• Autor(a) principal: Martins, Rayana Nyelle Machado
• Orientador(a): Carreira, Rosangela Aparecida Ribeiro
• Banca de defesa: Carreira, Rosangela Aparecida Ribeiro, Carneiro, Bruno Gonçalves, Lima, Hildomar José de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RMG)
• País: Brasil
• Palavras-chave em Português: Letramento; Língua portuguesa; Surdos e línguas de sinais
• Palavras-chave em Inglês: Literacy; Portuguese language; Deaf people and sign language
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::ARTES::ARTES PLASTICAS::GRAVURA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13692

The research explores the literacy strategies of deaf students and teachers in teaching Portuguese, highlighting the importance of teachers' mastery of Sign Language for the implementation of effective bilingual methodologies. The bilingual proposal aims for deaf students to learn Portuguese as a second language, fostering a better teacher- student relationship and improving reading and writing skills. The methodology used was qualitative, with questionnaires being applied to a control group and an experimental group. The participants included deaf teachers and students involved in the teaching-learning process of Portuguese. The questionnaire addressed aspects such as the difficulties faced by students during learning, the organization of the bilingualmodel, and the teachers' perceptions of the literacy process. The responses were analyzed based on theoretical references, such as Fernandes (2004), Guarinello (2005), and Street (1984; 2006; 2008), which provide a basis for understanding the teaching of Portuguese to the deaf. The results indicate that, despite access to bilingual education, deaf students still face late and inefficient learning. It was also observed that didactic- pedagogical literacy (Carreira, 2022) is crucial for teachers in the teaching process, requiring greater investment in teacher training and in adapting pedagogical practices to the bilingual context. The study concludes that, although the bilingual model is promising, there are significant challenges that need to be overcome to ensure quality and efficient education for the deaf.