Produção escrita de alunos surdos de escola inclusiva: um estudo contrastivo português / libras

Abstract

The reality of the student taught in the regular school is a very debated subject in the area of education, considering the specificities of this public, their condition as a person with disabilities, who uses a natural language (Libras), which is different from the language used as a means of learning of instruction in the teaching-learning environment. Our research comes to reflect and analyze how this reality, as the deaf student, writes in Portuguese, which is his L2, considering students as the people who are being heard in the interlanguage process. To answer research questions, we use as references authors such as Selinker and Gass (2008); Benveniste (2014); Pictures (1997); Moita Lopes (2008); Moraes Filho (2016); besides many other authors. A research was directed to analyze elements of L1 and L2 present in the writing of high school students in inclusive school, signs that show the level of interlanguage in the students who write, what interferences are considered, who use tests to think new strategies and ASL methods by deaf students. Therefore, we used as a methodology, a descriptive qualitative research, conducting a case study, where the research participants were 4 students of the 2nd year of high school of an inclusive school and Portuguese teacher of these students. As research tools, used as reductions performed by students during the 2018 school year, perform 9 essays as you perform. It is also used as an instrument for predetermined analyzes, views of the classes in which students write essays and as semi-structured interviews of all participants. As analyzes were performed in the light of the applied language, in order to consider all intra and extractive aspects that may interfere in the understanding of the analyzed phenomena, such as the culture and identity of the participants, their relationship with two languages (Libras), with the others. Classmates, with teachers, among others. Using constructive analysis, it was possible to raise elements between various linguistic levels, such as synthetic, phonological and morphological, in search of statistics that could contribute to understand who studies closer to L1 or L2 in the interlingua process, and to perceive elements that possibly attempt fossilization in the interlingua if not worked in the classroom. Our results demonstrate that, in the case studied, there are elements at the synthetic, morphological and phonological levels that give special attention to the methodological choices that teachers make, for whom students are increasingly approaching L2 in the interlingua process and are not considered cases of fossilization in the teaching and learning of these students. They also identify that L1 acquisition and L1 vocabulary expansion are important issues for ASL and directly interfere with L2 writing performance. For us, it is demonstrated the importance of studying L2 teaching methods and strategies with students in order to contribute to their schooling and to work on the key elements within each end-of-student language level, even if it is never published in Portuguese like L1, can approach L2 in the interlingua process, something that is possible. However, when the student has a good command of L1 and L2 and a good relationship in the classroom, he / she is able to move forward in the interlanguage process and write texts coherently and coherently.