Um olhar sobre a efetivação das políticas públicas na educação de surdos: foco na produção textual

• Ano de defesa: 2012
• Autor(a) principal: Sampaio, Maria Janaina Alencar
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Políticas públicas educacionais; Produção textual escrita; Educação bilíngue; Surdos; Educational public politics; Textual production written; Bilingual education; The deaf; LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/6428

This thesis falls within the field of language acquisition and its interest is reflect on the effectiveness of public policy in education of the deaf with a focus on writing acquisition. This work is a qualitative nature observational study developed with a Portuguese Language (PL) teacher in a regular classroom with inclusion of deaf students and an interpreter of Brazilian Sign Language (Libras). The class had 50 students. There are eight young deaf students they use both Brazilian Sign Language and Portuguese Language in the written form, aged 14-25 years, enrolled in 7th year of elementary school of public schools in the Recife city. The information of work consisted of 4 parts of the filming of 8 Portuguese Language classes. Those classes were focused on writing text production. The theoretical framework that anchored our analysis was based on studies of: educational public policies for the deaf; acquisition and learning of a second language (L2); bilingual education for the deaf and interactionist language conception. This thesis defends the hypothesis that the portuguese language teachers usually use the same methodology for teaching the deaf students and hearing students, this can cause not only learning impairments of writing made by deaf students, but also, can preventing their literacy process. The data analyzed show that the methodological adaptations are limited to interpreter of Brazilian Sign Language and specialized education. It is expected that the data produced by this work may contribute to the creation / definition of new strategies for teaching Portuguese Language for deaf students, considering their specific linguistic and educational necessities.