Encontros e desencontros: reflexões sobre a prática pedagógica no ensino de português como L2 para surdos à luz da Teoria dos sistemas complexos

Abstract

Despite current inclusion proposal seeing LIBRAS as Deaf people`s mother language and envisioning that Portuguese should be aimed at its written form and taught as a second language for this community, little material has been developed with this audience in mind. Among existing material, there is Ensino de Língua Portuguesa para Surdos: caminhos para a prática pedagógica, volumes 1 and 2 (SALLES; FAULSTICH; CARVALHO; RAMOS. 2004), Ideias para Ensinar Português para Alunos Surdos (QUADROS; SCHMIEDT, 2006), Orientações curriculares Proposição de Expectativas de Aprendizagem Língua Portuguesa para Pessoa Surda (SÃO PAULO, 2008), o Projeto Toda Força ao 1º ano contemplando as especificidades dos alunos surdos (SÃO PAULO, 2007), Orientações Curriculares- Proposições de Expectativas de Aprendizagem Língua Brasileira de Sinais (SÃO PAULO, 2008), A Coleção Pitanguá e Português... eu quero ler e escrever (ALBRES, 2010). Besides shortage, we notice that, through analysis of existing material, several particularities of the learning process of the deaf student are not respected in proposed activities, such as visual perception, LIBRAS, the cultural aspects of the deaf community, among others. With this field gap in mind, present work seeks to elaborate best pedagogic practices aimed to the written modality of Portuguese as a second language for Deaf people. To achieve my goal, I have prepared my material based on the needs that arise in a real Portuguese learning context for Deaf students and in the review of existing literature in the area. To gather data, I have visited school Integração twice and have interviewed the coordinator of the institution, seeking to know more about her vision of the learning process of the Deaf. Moreover, I have done a literature review in the areas of Second language acquisition, Post method Condition, Portuguese as L2 condition for deaf people, Complexity Theory and Materials for L2 teaching. I have gathered existing material on Portuguese learning for the Deaf community to try and comprehend how the teaching of this discipline is being deal with out and what are the goals of the pedagogical practices. Finally, I have elaborated the materials highlighted previously