Desafios para o letramento de estudantes surdos e o ensino de Língua Portuguesa como L2.

Abstract

This study addresses the theme of the inclusion of deaf students, highlighting its relevance in promoting equality of opportunities and diversity. The focus is on the trajectory of deaf education and its inclusion in the Brazilian educational context. To do so, we investigate the challenges and advancements related to bilingualism and the inclusion of deaf students, with an emphasis on the importance of the Portuguese Language as L2 in teaching in inclusive or bilingual schools. We explore legal aspects that support the inclusion of deaf students, highlighting the legal framework, including the Federal Constitution, the Brazilian Sign Language Recognition Act, the National Education Guidelines Law, and the National Common Core Curriculum, among others. We acknowledge the importance of understanding these guidelines in the formulation of inclusive policies. Furthermore, we discuss the concept of inclusion, highlighting the view that all students deserve equal rights and opportunities regardless of their differences. We analyze the role of inclusive and bilingual regular schools, emphasizing guiding principles and challenges in the implementation of bilingual education proposals. We problematize the perspective of literacy in Portuguese as L2 teaching contexts. The study also explores the importance of written Portuguese for deaf students and the challenges it presents. We investigate written production, with an emphasis on the narrative genre. The methodology included bibliographic analysis, consultation of legislation and normative documents on curricular proposals for bilingual education. Data collection involved questionnaires and a qualitative and quantitative case study approach. The results were analyzed, focusing on bilingual teaching, language interaction, and challenges in written production.