O ensino de língua portuguesa para alunos surdos do 6° ano através dos gêneros textuais/literários

Abstract

Educational inclusion stands as one of the foundations for an educational system that seeks equity and consideration for the individual needs of all students, regardless of their specific abilities or challenges. In this regard, the main objective of the present study is to develop strategies for teaching Portuguese as a second language to deaf 6th-grade students in Elementary School. Furthermore, the methodology employed is a bibliographic research, drawing on theoretical contributions from Alves (2020), Goldfeld (2002), Kendrick and Cruz (2018), Lopes (2011), Thoma et al. (2014), among others. Additionally, based on the chosen textual genre, the deaf Cinderella story was used as an example. The work "Deaf Cinderella" is utilized to showcase how genres can be adapted inclusively, considering the linguistic and cultural needs of deaf students. Emphasis was placed on the importance of having teachers fluent in sign language and Portuguese, recognizing that this bilingual ability facilitates communication and understanding between deaf and hearing students. The analysis of the "Deaf Cinderella" work highlighted how the use of visual resources and the promotion of inclusive dialogue contribute to a richer and more accessible educational experience. Furthermore, the analysis of curriculum competencies revealed the importance of aligning proposed activities with educational goals set for the 6th grade, ensuring that the teaching of Portuguese as a second language for deaf students is relevant and effective. Therefore, it is concluded that this work represents a step towards building a more egalitarian education that is sensitive to the needs of all linguistic and cultural communities.