Produção textual: caminhos do ensino bilíngue para o estudante surdo

Abstract

This research aims to analyze the perception of a profoundly deaf student about his literacy process, especially on the learning and the social use of written text. In this thesis, the Theoretical-conceptual research dialogues with the (auto)biographical narrative and seeks to: i) characterize the visual nature of the deaf person and his/her relationship with deaf culture and communication processes through alphabetic writing; ii) characterize deaf culture and its relationship with the communication processes by the cultural bilingualism; iii) define the properties of narrative research in the field of (Auto)biographical studies as research instrument in the literacy processes of the deaf people; iv) characterize the learning process and the appropriation of the written code by the deaf student, the subject of the research, through (auto)biographical narratives. The audiovisual material collected in the (auto)biographical narrative research was transcribed and gave rise to the (Auto)biographical Narratives Notebook, which supported the analysis of the data and the discussion of the research. Regarding the visual nature of the deaf subject, it was observed that there are constituent elements in the language development of the profoundly deaf child that are built from the visual channel, which contribute to a profoundly deaf person become a gaze person with the ability to develop the visual language. Regarding deaf culture, the research identified its relevance for the development of the sign language in deaf child language acquisition, as it is his first language by essence. The (auto)biographical narrative proved to be an effective methodology for research because it allowed us to get to know the deaf person narrative based on his life story and his way of constructing narratives. As for the perception of our profoundly deaf student of his literacy process, the data showed that the deaf student improved his language when he took part in effective communication practices in Sign language, because it is the language in which he mobilizes concepts to operate with the Written Portuguese Language and in which he anchors the words of that language.