Metodologias de ensino de língua portuguesa como L2 para surdos no ensino médio

Abstract

This paper studies the methodologies of the Portuguese language as a second language for deaf students. From the perspective that was worked on, it is observed that through the methodologies, with the use of adapted materials, deaf students are able to better understand the Portuguese language. Thus, examining and describing the methodological procedures is of utmost importance in the teaching and learning process for students with deafness. Thus, our general objective is to analyze the teaching materials in the teaching of the Portuguese language to deaf students in high school; for this, the first learning methods of deaf subjects are highlighted (oralism, total communication and bilingualism); then, the importance of the Portuguese language for the linguistic development of the deaf was presented; finally, the methodologies and teaching materials developed for the process of teaching the Portuguese language to deaf students. The following research aims to answer the question: what are the guidelines for teaching materials in Portuguese for deaf students? Thus, analyses of materials were carried out, as well as bibliographical surveys. In order to develop this study, it was necessary to read the following works: Maia; Veloso (2009); Quadros (2019); Santos; Goes (2016); Honora; Frizanco (2009); Costa (2019); Salles et al. (2004); Salces (2016); Cunha (1997); Campello (2005). Based on these analyses and descriptions, it is understood that the methodological processes adopted by Portuguese teachers contribute to the teaching and learning techniques of deaf students, thus contributing to the profile of professionals who will perform their functions with greater skill and competence