A expressão do sujeito surdo por meio da escrita em língua portuguesa

Abstract

The teaching and learning process of writing for and by the deaf is a topic of great interest in the area of research on the education of the deaf. There is a concern about the problems regarding the teaching of Portuguese as a second language, with the quality of the written production of the deaf, with the provision of resources that help the teaching and learning of writing and about the problems of learning the second language. However, the investigation of the functionality of writing for the development of the deaf, as well as the ways in which this the subject expresses himself through writing is still insufficient. In this sense, the overall objective of this study was to investigate the expression of the deaf subject through the writing in Portuguese as a second language. The specific objectives were: to analyze the process of appropriation of the norms of Portuguese as a second language by the deaf, supported by sign language; analyze the expression of subjective contents through the language written by the deaf. For this we collected diaries and texts produced by two classes of deaf students who attended the eighth and ninth year of elementary school II, in an inclusive school of the Program of Bilingual Education for the deaf. This material was part of the activities carried out during Portuguese language classes as a second language. From an indexical analysis of the diaries and texts, we identify reports of emotions, desires, plans, among other aspects that represent indicators of the internal functioning of the subject. We also analyze the interlocutions between the teacher and the students present in the text of the diaries focusing on the characteristics and intentions of the dialogues. The results indicated that the journals and the texts were means of interlocution, enunciation and expression of emotional contents of the subjectivity of the deaf. Writing as a semiotic means of constitution and expression of the subject, favored communication and the elaboration of knowledge and emotions, as well as mediating the conversion of processes of signification into internal processes that form the basis of consciousness. In order for the deaf to acquire written language and be bilingual, it is necessary to guarantee a bilingual education that actually places both sign language and written language in circulation in the school environment favoring the use of both languages and also the process of signification by the deaf.