A aprendizagem da leitura e escrita da criança surda na perspectiva bilíngue

Abstract

The education of the deaf has many singularities, among which the issue of sign language stands out. From this perspective, bilingual education for the deaf is a right in our country, in which the Brazilian Sign Language (Libras) and the written form of the Portuguese language are used as languages of instruction throughout the educational process. For the deaf person, writing is not the representation of speech, nor is it the representation of Libras. As a result, the literacy processfor deaf children will occur differently than hearing children. Understanding this process and building educational practices that respect the needs of deaf people is a challenge for both research and schools. The general objective of this research is to analyze how the process of learning to read and write the Portuguese language by deaf people has been discussed and studied from a bilingual perspective. The specific objectives are: a) Systematize knowledge production on the acquisition of reading and writing written language by deaf children. b) Identify the specificities of literacy skills for deaf children who use sign language as L1. c) Build principles to support the literacy process of deaf students. The research development method is bibliographic, whose critical analysis is anchored in the understanding of deafness as a linguistic and cultural minority, in the understanding of the subject as active in the learning process, in the constructivist perspective and in the premises of bilingualism for deaf education, aiming to extract , through the analysis of bibliographic materials, the systematic understanding of the process of acquiring reading and writing by deaf people and the construction of educational principles to support this process. The results of the study indicate that most of them deal with teaching methods, and the final product of how children are reading and writing. As a highlight of the specificities of literacy for deaf people, reading and writing are seen as a visual experience. From the analyzes carried out, eight principles were constructed to support the process of reading and writing acquisition by deaf people, based on the framework adopted in the research. At the end, there is a lot of research that can be carried out in the area, in order to contribute and understand the literacy of deaf children. [resumo fornecido pelo autor]