Ensino da língua portuguesa como segunda língua aos alunos com surdez no atendimento educacional especializado na rede municipal de Três Corações – MG

Abstract

This research paper aims to address the main issues relating to the teaching and learning of students with deafness inserted in the common schools, with the theoretical conceptions of literacy and Interaction. Through a literature review, we sought to identify the concepts and proposals for teaching deaf students of Educational Service Specializing in Portuguese language classes (understood as a second language of deaf students), called L2 classes. In our proposal, we emphasize the importance of the contribution of the use of Pounds (understood as the first language of deaf students) through analysis of how developed are some of the activities proposed in the Specialized Educational Service (now ESA), these classes of Portuguese Language (L2 ). The methodology - analysis of student productions entered this context - aims to identify the relationship between the concepts of development and the proposed educational interventions in education Inclusive. The systematization of a brief history of the teaching of deaf students points to the relationship between the development vision, disability and educational intervention in the process of teaching and learning. The prospect of dialogue between languages (Portuguese and Libras written) in respect of the deaf and language, is emphasized by studies that show the possibilities of the Educational Service Specialist. Discussions about the role of ESA in the processes of teaching and learning written language of deaf indicate the importance of using Pounds in L2 classes. The results point to the education of deaf students as a challenge that can no longer be ignored.