Mediação no processo de ensino e aprendizagem de língua portuguesa para surdos: a produção de texto dissertativo-argumentativo para o Enem

Abstract

Since 2017, there has been a version of the National High School Exam (ENEM) adapted for deaf candidates who use Brazilian Sign Language (Libras) as their first language (L1). Despite this, there is still a low presence of deaf students at the Federal University of Triângulo Mineiro (UFTM). This research, developed from an extension course offered by UFTM entitled “Text Production for Deaf Students,” aims to understand the teaching and learning process of deaf participants in the production of argumentative texts, according to the model required by ENEM, in Portuguese, through a proposal developed on the Moodle platform. The specific objectives were to identify relevant aspects of the structure of an argumentative text present in the written productions of deaf participants in the course; to discuss the learning process of argumentative writing in light of the challenges presented by the deaf participants; and to analyze the participants’ perceptions regarding the learning of argumentative text production. Adopting a qualitative and interpretivist approach, this study employed the following data collection instruments: an initial interview conducted before the course, written production activities, a diary, and a final interview conducted after the end of the course. The participants were deaf students who had completed or were currently attending high school and who fully completed the proposed activities. The data revealed that most participants had late contact with Libras, limited mediation by interpreters, and reduced reading and writing practices throughout their schooling. These factors affected their learning of Portuguese as a second language and generated insecurity in textual production. Analyses of the written productions indicated recurring challenges in the structural organization of the text, in the formulation of the thesis statement, in the articulation of arguments, and in the inclusion of evidence, as well as interlanguage features resulting from the influence of Libras. These results indicate that the development of writing skills requires extended time for practice, linguistic mediation in Libras, continuous feedback, and opportunities for rewriting. On the other hand, interaction between participants and teachers in Libras, the use of multimodal resources, visual materials, and synchronous and asynchronous moments in the virtual environment promoted greater participation, improved comprehension of the content, and gradual progress in textual production. Such progress was observed through the expansion of information, the inclusion of titles, the use of concrete data, and better textual organization. The results reinforce the importance of bilingual pedagogical practices, continuous teacher education, and the central role of Libras as a language of instruction, communication, and knowledge mediation. This study contributes to the field of Applied Linguistics by offering reflections on the teaching of Portuguese to deaf students, considering accessibility through Libras and the use of virtual learning platforms, the mediating role of the teacher, and the relevance of the educational trajectory of deaf students.