Construindo saberes da LP como L2 : uma experiência enunciativo-discursiva com estudantes surdos através do atendimento educacional especializado

Abstract

This research stems from the need of deaf students in the Letras-Libras Course, the Education Program in Brazilian Sign Language at the Federal University of Mato Grosso. These students, when participating in an activity, were not able to interpret the word portrait. This situation led us to rethink the Process of Learning Portuguese as a Second Language. Our legal baseline was the Decree 5626/2005, in its Chapter IV, where it assures the offer of specialized assistance and the teaching of Portuguese as a second Language (L2). Our main objective in this study was to offer to the deaf students the teaching of Portuguese as a second language through specialized assistance at the higher education level, with a perspective of construction and sharing of knowledges between the subjects and the researcher in an interactive/dialogic approach. This was a qualitative research, having as its Bakhtinian underlying concept the issue of otherness in the relation between the I and the OTHER. We based our work on the enunciative-discursive analysis of Bakhtinian studies in dialogue with the Vygostkyan theory in the sociohistoric perspective, and, as a support for memory function and its consolidation, we brought to light knowledge on Neuroscience. The aim of this study is the feasible linguistic process of the deaf student in constructing reading and writing in Portuguese as a second language (L2) from a humanistic and exotopic viewpoint, refracted in the pedagogical and methodological actions, considering the learning capacity of the deaf student and having as a core their potentialities. For such, pedagogical resources, both conventional and technological were used in the methodological route that comprised weekly meetings from 2016 to 2020 at the Federal University of Mato Grosso. For data generation, reading and written production by the participants was analyzed alongside the theoretical and practical actions carried out during the meetings to understand the process of learning Portuguese as a second language (L2). In developing the research, we worked with activities in reading, writing, text understanding, production and analysis of several types of genres, more specifically, cartoons. As a result, success was achieved in the practice of reading and writing of Portuguese as a second language by the deaf students in a productive and coherent way, within the norms of the respective grammar, as well as learning the multiple meanings of words, statements and texts within different contexts and situations. It is worth mentioning that the methodology applied helped the students to become autonomous and confident in the authorship of their production. Thus, we can conclude that there is the pressing need for specialized educational assistance for the student at the level of higher education and that befitting methodologies and strategies for understanding the polysemy so present in the Portuguese language must be used, taking into account that each student has their way of learning, which is unique. However, the professor and the students should be partners in the act of learning and teaching, being aware that we are eternal learners.