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Article

Portuguese

ID: <

oai:doaj.org/article:55b8aaf183434722981192abc4c5e728

>

·

DOI: <

10.17058/rea.v23i3.6033

>

Where these data come from
TEACHING PORTUGUESE AS A SECOND LANGUAGE FOR THE DEAF: EDUCATIONAL STRATEGIES

Abstract

Historically, the deaf pupil’s difficulties in reading and writing learning have been attributed to causes inherent in deafness. At present, however, it is aware that these difficulties occur because their linguistic specificities are not taken into account during the teaching and learning process. As a result, the vast majority of the deaf, young and adult, did not have such specific schooling. In addition, this objective work describes and analyses pedagogical strategies for teaching Portuguese written as a second language, starting with the construction of knowledge in Libras, in workshops for deaf pupils who express the literacy stages of basic education. The activities of the workshops were documented by video recordings and recording in field journals. Based on the theoretical assumptions of the cultural and cultural approach, this study has focused on the importance of relations between deaf researchers and participants provided by language, forming part of a space for communication, training and formation of subjects. The results indicate that the use of Libras as a language of instruction in such spaces is crucial for building concepts and for acquiring reading and writing knowledge, as well as appropriate teaching in imagile resources that encourages dialogical exchanges, making it easier for deaf subjects to understand.

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