Trabalho docente no processo de ensino-aprendizagem do português escrito para estudantes surdos: uma proposta interventiva

Abstract

This study analyzed the challenges faced by deaf students in the teaching and learning process of written Portuguese as a second language (L2), emphasizing the importance of pedagogical practices that respect their linguistic and cultural specificities. A qualitative approach was adopted, using semi-structured interviews and classroom observations as data collection instruments, both guided by a pre-established script. The participants included deaf students, Brazilian Sign Language (Libras) translators and interpreters, teachers, pedagogues, and Napne coordinators. The data were analyzed through content analysis. The results revealed barriers in everyday school practices, such as the lack of adequate methodological strategies to foster accessible learning. The study highlighted the role of Libras as a first language (L1) in the development of literacy in Portuguese as L2, as well as the importance of valuing linguistic and cultural diversity. Based on the analyses, a technical-technological product (TTP) was developed: a continuing education course in the distance learning (EAD) format, hosted on the Moodle platform. It offers suggestions for adapting content, activities, assessments, pedagogical materials, and games, aiming to support professionals involved in the education of deaf students. The findings suggest that pedagogical practices grounded in attentiveness to the unique characteristics of the deaf community and a commitment to equity are essential for truly inclusive education.