Um estudo das práticas de ensino-aprendizagem de língua portuguesa para alunos surdos em uma escola estadual inclusiva de Manaus

Abstract

The present investigation analyzed the teaching-learning practices of the Portuguese language for deaf students in an inclusive state school managed by SEDUC/AM in Manaus city-AM. Based on  interactionism theory applied to the teaching of Portuguese language for deaf, as, fundamentally, in Figueiredo (2019), Salles et al. (2004) and other authors, and also considering what is provided by Law No. 10,436, of April 24, 2002 (BRASIL, 2002), and in Decree No. 5,626, of December 22, 2005 (BRASIL, 2005), about language teaching – Libras and Portuguese Language – in inclusive school, this study sought, as specific objectives: to investigate the teaching-learning practices from the perspective of Portuguese language teacher; to identify the difficulties faced by the teacher to teach these students; and reflect on the role of other school agents in the teaching-learning process of deaf students in inclusive schools. Of a qualitative nature and case study method (OLIVEIRA, 2012), the questionnaires applied (MARCONI; LAKATOS, 2003) to Portuguese language teachers and school agents revealed that teachers, although they face difficulties with regard to the teaching-learning of Portuguese language in the classroom, they try to use different strategies to solve them, and that mediation in Portuguese language classes for deaf students happens, above all, by translators and interpreters.