Resumen

CASTRO, Mariana Gonçalves Ferreira de  y  KELMAN, Celeste Azulay. Inclusive Bilingual Pedagogical Practices of Literacy for Deaf Students. Rev. bras. educ. espec. [online]. 2022, vol.28, e0119.  Epub 25-Feb-2022. ISSN 1980-5470.  https://doi.org/10.1590/1980-54702022v28e0119.

The concern about teaching Portuguese Language to the deaf has permeated history with different interfaces and conceptions. As a way of presenting propositions on the subject, this paper is a cutoff of the research report described in the thesis entitled Análise sobre ensino de Língua Portuguesa para surdos: um estudo em dois Municípios Fluminenses (Castro, 2021) [Analysis on Portuguese Language Teaching for the deaf: a study in two municipalities of Baixada Fluminense), whose main objective was to describe and analyze the bilingual pedagogical practices used to teach Portuguese language for the deaf in inclusive bilingual classes, in the 6th grade of Elementary School II, in bilingual schools of Rio de Janeiro and Duque de Caxias. The specific objectives were: to demonstrate bilingual pedagogical practices of Portuguese Language teaching for the deaf carried out in inclusive bilingual classes of deaf students from schools in the municipalities surveyed, and to highlight elements that favor or not the learning of Portuguese Language. The realization of this investigation was based on a qualitative approach methodology (Bauer & Gaskell, 2003), in the historical-cultural matrix with multicultural perspective, of the case study type (Gil, 2008). The data analysis was performed from the microgenetic perspective. As a result, it was observed that the way everyone who were involved in the process of teaching deaf and hearing students mediate the knowledge of the Portuguese language, using artifacts of metacognition or inter/multimodal communication through the Brazilian Sign Language (Kelman, 2015), making a positive difference in the teaching and learning of all students. In summary, it is considered that the quality of semiotic mediation used by everyone in the teaching-learning process of the deaf brings positive results on their learning of Portuguese language and on their own development.

Palabras clave : Portuguese Language Teaching; Deafness; Bilingual schools.

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