Alunos surdos na educação infantil: um olhar sobre o uso da metodologia bilíngue e pedagogia visual no processo de letramento

Abstract

The late acquisition of a natural language results in delays on the cognitive development of an individual. The deaf child, who most of the times is born in a hearing family that doesn‟t use the sign language to communicate, ends up having late access to a structured language, which only happens when the child starts going to school. As the early childhood education is the first stage of the Brazilian primary education, it is necessary that the preschool teacher uses not only the Brazilian Sign Language to communicate with the deaf student, but also uses methodologies that enable the cognitive development of the student and construction of identity. In this paper it will be presented two methodologies that guarantee the respect and appreciation of the deaf culture and the promotion of the deaf student in the literate world considering the written Portuguese language as second language, which are the Visual Pedagogy and the Bilingual Education, considering studies developed by Vygotsky (1989), Coelho (2010), Mendes (2015), Fizeto (2015), among others.