AEE é língua portuguesa para o aluno surdo em uma escola de ensino básico na cidade de Colinas-MA

Abstract

This study analyzes the Specialized Educational Assistance (AEE) aimed at teaching Portuguese to deaf students in a public school in Colinas, considering Libras as the first language and written Portuguese as the second language (Ferreira; Lodi, 2015). The research is based on the understanding that teaching deaf students requires bilingual methodologies grounded in visuality, mediation in Libras, and the elimination of communication barriers. The study examines how AEE is organized, which pedagogical practices are used, and how articulation occurs between the regular classroom and specialized support. The theoretical framework reviews the main legal milestones of inclusive education in Brazil, such as the Federal Constitution, the LDB, the Libras Law, Decree 5.626/2005, and Law 14.191/2021, which guarantee the right to bilingualism and AEE. Authors such as Skliar (1997; 1998), Quadros (2004; 2011), Branco (2023), and Perlin (1998) are used to support the idea that deafness should be understood as a cultural and linguistic difference.The research, which follows a qualitative and descriptive approach, uses a questionnaire administered to a Portuguese language teacher. The results show significant communication barriers, absence of an interpreter, lack of collaborative planning, and practices that do not meet the linguistic needs of the deaf student. It is concluded that the challenges faced stem mainly from the lack of institutional conditions, bilingual training, and adequate resources. Strengthening AEE and promoting truly inclusive practices are therefore necessary