THE PORTUGUESE LANGUAGE TEACHING: Deaf student's reality in the school context in a school in the city of ARAPIRACA - AL

Deaf student's reality in the school context in a school in the city of ARAPIRACA - AL

Abstract

The present work aims to verify the pedagogical practice in the classroom that includes deaf students, from the current context in which the verification occurred. It also highlights the main problems encountered in the teaching of the Portuguese language in the written modality for the deaf in an inclusive classroom. The research has a qualitative approach, using the case study as methodological procedure. The difficulties that surround teaching in general are noticeable in today's schools, but especially when we focus on the deaf student. The observed group had two deaf students, a teacher, a Brazilian Sign Language interpreter - LIBRAS and hearing students. All the interaction established between deaf students and teacher / listening students, happened through the LIBRAS interpreter. In the classes there were no visual didactic resources from the perspective of pedagogical practices to understand deaf students. Therefore, it was analyzed that the interaction between the two communities was almost impossible in the absence of the interpreter. With all the confrontations and from the reality that the deaf student has been subjected to, for centuries, it is clear that the real social inclusion of this community has not yet been realized. In view of this, research is increasingly gaining academic, social and cultural relevance. Thus, it supports the importance of linguistic belonging in the inquiries made regarding teaching for the deaf.