Métodos de letramento da L2 para o aluno com surdez em uma sala de recurso

Abstract

The education of people with deafness has undergone changes throughout history. Therefore, the present work aims to identify the teaching methods of the Portuguese language in the resource room of a school in the municipality of Itabaiana. In this context, we opted for field research, seeking, based on theoretical assumptions, to understand whether the literacy process occurs in accordance with bilingual education, in order to understand how this teaching works. Therefore, this research is divided into three parts: observing the historical path of education aimed at deaf people; identify how L2 teaching for the deaf is carried out; Find out how Portuguese is taught in a resource room. In this way, some theorists will be used such as: Marconi (2003), Honora (2009), Goldfeld (2002), Soares (2004), Marcuschi (2007), Damázio (2007), Siluk (2014), Cesarin (2014), Quadros and Schimiedt (2010), Quadros and Schimiedt (2006) who in most of their works present ways, forms of teaching Portuguese for the deaf, Moura (2000), Lima (2004) express in several works the history of education for the deaf, among other authors who present the importance of Libras and its important points for the acquisition of language by the deaf. Through this field research, we can conclude that the L2 literacy methods used in this resource room have a positive effect, as the literate deaf student uses writing to communicate both on social networks and at school.