Educação bilíngue de surdos : a intermidialidade como estratégia para o ensino do português escrito como segunda língua.

Abstract

This thesis analyzes Bilingual Education for the Deaf, with an emphasis on Intermediality as a Strategy for Teaching Written Portuguese as a Second Language. It explores bilingual education for the deaf, its pathways to inclusion and protagonism; examines intermediality within the context of Deaf Education; and discusses the teaching of Portuguese as a second language for deaf students. From this perspective, the guiding research question is: how can intermediality contribute to the teaching of written Portuguese as a second language within the scope of bilingual education for the deaf? To address this question, the general objective of the study is to investigate intermediality as a pedagogical strategy for teaching written Portuguese to deaf students in the final years of elementary school. According to Quadros et al. (2023), bilingualism for the deaf must ensure the use of Brazilian Sign Language (Libras) as the language of instruction, interaction, and cognition, recognizing its distinct grammar and its effectiveness as a cognitive mediator. In this sense, the teaching of written Portuguese must stem from Libras, employing visual resources, intermodal mediations, and strategies that prioritize the visual and linguistic experiences of deaf students. The study is grounded in the following legal frameworks: Law No. 10.436/2002, Decree No. 5.626/2005, and the Curricular Guidelines for Teaching Portuguese as a Second Language for the Deaf (Brazil, 2021). The research adopts a quantitative approach, is exploratory and descriptive in nature, and employs bibliographic, documentary, and field research procedures. The latter involved 12 deaf eighth-grade students and relied on eleven data collection instruments detailed in the methodology chapter. The results indicate that intermediality significantly enhances text comprehension, promotes authorship, agency, and the strengthening of the linguistic and cultural identity of deaf students, supporting the development of writing in Portuguese as a second language. Intermodal pedagogical practices proved effective in bilingual education, providing a more inclusive, visual, critical, and socially relevant teaching-learning process, aligned with the linguistic and cultural characteristics of the deaf community.