A alfabetização de crianças surdas em português como segunda língua: contribuições das práticas pedagógicas de Élie Bajard

Abstract

This article is the result of research conducted as part of a postgraduate specialization in Special Education at the Faculty of Education (FACEd) of the Federal University of Uberlândia (UFU). In this context, we studied the contributions of Élie Bajard's pedagogical practices to the literacy of deaf children in Portuguese as a second language. Therefore, the objective of this work was to investigate the support of this theorist's proposals and research for the learning of this population, in contrast to the limitations presented by the phonics method. As a methodology, we used bibliographic research, drawing on the existing theoretical framework on the subject. Regarding the results, it was possible to perceive that Bajard's pedagogical proposals contribute to a better understanding of written language by deaf individuals, since they stimulate its visual aspect. In this way, they favor the acquisition of Portuguese as a second language in a more humanizing and meaningful way. Furthermore, because they propose knowledge centered on the construction of meaning, such as the ceremony of the proper name, the importance of the graphic sign, and the discovery of the text, Bajard's proposals have the potential to promote a more contextualized, critical, and culturally situated learning experience for deaf children.