Estudos sobre produção escrita em português como segunda língua para surdos: o que revelam as pesquisas

Abstract

Much has been discussed about inclusion in society and at school. In this scenario, the central issues around which the discussions are organized, when it comes to deafness, are related to the adoption of a bilingual perspective of teaching and, above all, to the teaching of written Portuguese. In a way, the inclusion of deaf students in regular classrooms is recent and controversial that´s why is possible feeling a tension space when one thinks the relations between the Brazilian Sign Language and the Portuguese language. And in this sense, because it affects directly or indirectly all levels and degrees of education, that´s why it becomes a productive field for both research and production and dissemination of knowledge. In this perspective, the present study aims to map, characterize and analyze the Brazilian academic production of the last decades - from 1987 to 2016, in the textual production in Portuguese as a second language for the deaf, focusing on the articulation between deafness, techniques and processes of textual production in Portuguese written by deaf students. Based on the descriptive nature of the research, inspired by the principles of state - of - the - art research, this study is based on the contributions of authors such as Fernandes (2003), Quadros 1997), Skliar (1997); on the importance of the sign for the establishment of the language, is based on Peirce (1980), Vygotsky (1989) and Pottier (1978). As the main source for data collection, the CAPES platform was used. The data and results show that much of the academic production on deafness and written / deaf production is concentrated in the Southeast region. It is striking that most of the productions of the last years are in the education area. It is also evident the need of the bilingual context for learning the Portuguese language written as a second language for deaf students, and also the need of a teacher training more coherent with the needs of these subjects, especially regarding the organization of more meaningful learning experiences. For this, the use of visual devices, as well as new technologies, applications need to be better explored in teaching Portuguese written for the deaf.