Um estudo das práticas de ensino-aprendizagem de língua portuguesa para alunos surdos em uma escola estadual inclusiva de Manaus

Abstract

This work aimed to analyze the teaching-learning of Portuguese for deaf students in an inclusive state school in Brazil. Specifically, we sought to investigate teachinglearning practices from the perspective of Portuguese language teachers, to identify the difficulties they face in teaching these students, and to reflect on the role of other school agents in deaf students’ teaching-learning process. Our research was theoretically grounded in discussions of Portuguese language teaching in inclusive schools: Antunes (2003; 2014), Faraco (2006), Geraldi (2011; 2013), Possenti (1996), Travaglia (2009), and others. The teaching of Portuguese to deaf students was problematized based on Medeiros and Gräff (2012), Pereira (2014), Salles et al. 2004), Santos (2016), and Silva (2016). Interactionism theory, as pertaining to Portuguese language teaching to deaf students, was addressed through Figueiredo (2019), Salles et al. (2004), and others. We also looked at the teaching of Brazilian Sign Language and Portuguese as supported by Law no. 10,436, of April 24, 2002 (BRASIL, 2002), and Decree no. 5,626, of December 22, 2005 (BRASIL, 2005), among other legal provisions. Our approach was qualitative (CHIZZOTTI, 2000; MINAYO, 2009; OLIVEIRA, 2012), using the case study method (PAIVA, 2019; YIN, 2015). The research context was an inclusive state school, managed by the Amazonas State Department of Education (SEDUC/AM) and supervised by District Education Coordination 06 (CDE 06) in the city of Manaus, northern Brazil. The participants were six Portuguese language teachers who, at the time, had deaf students enrolled and attending their classes. In addition to the teachers, eight other school agents were invited: a principal, a pedagogue, a pedagogical support person, a teacher from the resource room, and four interpreters. We used a questionnaire as our instrument (GIL, 2008; MARCONI; LAKATOS, 2003). Data were systematized, analyzed, and interpreted through the theoretical-methodological paradigm of Bardin’s content analysis ([1977] 2016). Results showed that Portuguese language classes for deaf students are mainly mediated through interpreters. Teachers face difficulties in terms of teaching-learning, which they seek to remedy through several strategies. At this school, school agents play a fundamental role in deaf students’ teaching-learning process, as does the family, which should participate more actively in deaf students’ school life.