Processo de letramento para aluno surdo em escola municipal de Macambira

Abstract

This paper aims to identify how the process of literacy for deaf students works in a municipal school in Macambira. Therefore, it was chosen a quantitative-descriptive field research, seeking to understand, based on theoretical assumptions and field research, if the teaching of L2 and the literacy process happens according to the parameters of bilingual education, in order to understand how this teaching works, and if it is beneficial for learning and/or development of the deaf student. Therefore, this research is divided into three parts: to identify the historical background of the methodology applied in deaf education from the early days to the present day; to delimit the concept of literacy and its process in a bilingual education for the deaf and analyze how the teaching of L2 and the literacy process works in the Municipal school of Macambira. Thus, we will use some theorists such as: Moura (2000), Silva (2010), Skliar (2015), Marchuschi (2007), who work with themes on oralism, bilingualism, literacy and the historical path of education of the deaf, bringing a satisfactory view of the subject. While, Quadros and Schmiedt (2006), Guiseppe (1997), Moura, Campos and Vergamini (2011) work with the importance and ways of acquisition of learning and development of the deaf subject. Therefore, it is concluded that the school's literacy practices are deficient according to the laws provided for inclusive education.