Escrita e interação: uma proposta baseada na concepção de português como L2 para surdos

Abstract

The present work aimed to build a pedagogical proposal for the development of writing activities for deaf students at a state school of regular education in Uberaba city in the light of sociointeractionism based on Bakhtin and Vygotsky. The linguistic education of the deaf, when socially situated and historically constituted, can provide favorable conditions for intercultural practices in which the natural language of the Brazilian deaf, Libras, has its space guaranteed in the constitution of the linguistic and discursive identity of the Portuguese learner at school. Based on the assumption of singularities both in the production of sign language and in the writing of the Portuguese language, the activities proposed in the written modality were based on the specific needs of construction and interaction of meanings of the speech written in Portuguese by the deaf participants. The action research took place in a situation of a Portuguese language workshop offered by the CAS of a public school in Minas Gerais. The classes took place in a multiserial room composed of 18 deaf students during the school shift for 12 months. The textual production of three deaf students from Elementary School 2 were analyzed, as recommended by the mandatory requirements for studies carried out within the Profletras network. For the proposed methodological design, three textual genres were chosen: the comic strip, the note or message and the dialogue. Initially, a diagnostic assessment of the construction of meanings by the students was carried out before and after a rewriting phase. From the comparative-dialogical analysis between the students’ textual production and the didactization of the activity by the teacher, points emerged that were discussed for the re-planning of the activities in order to highlight the procedural procedures of written elaboration of the genres worked, which underwent a redidactization from the analysis of the teacher’s initial teaching through an instrument based on the notion of Intralinguistic Translation proposed by Jakobson (1959) and retextualization by Travaglia (2003). Finally, we highlight that the methodology of diagnosing, evaluating and rediscovering, based on the interactionist theoretical assumptions, sought to provide the teacher-researcher with greater awareness of what it means to a pedagogical work in Portuguese as a second language for the deaf in a school context oriented to the investigation of the specific needs of deaf students and a listening teacher, with the objective of interacting sociodiscursively in the language through everyday textual genres.