Contribuições de gêneros textuais multimodais no ensino de português (L2) aos surdos: uma propostas didática-pedagógica preliminar

Abstract

This work is part of studies relating to bilingual education for deaf Brazilians, in which Libras is considered as the first language (L1) for deaf people and the need to teach written Portuguese as a second language (L2). We consider bilingualism important for the development of planning and linguistic strategies in the elaboration of didactic pedagogical activities. Therefore, the objective of this research is to reflect on how multimodal discursive genres can help in teaching written Portuguese (L2) to deaf students at a public school in the city of Maceió. To support the analyses, we used the discussion on literacy addressed by Kleiman (1995) and Ferreira (2018), the conception of multimodality by Kress and van Leeuwen (1996), we used the works of Bakhtin (2003) and Marcushi (2005) in relation to textual genres. In addition to these, Paiva's (2014) research on second language acquisition and Salles' (2004) research, which contributed to reflection on L2 teaching and learning. Regarding methodologicalaspects, initially, we carried out a bibliographical review of the topic, described some conceptual bases of collaborative research and opted for a qualitative approach. Furthermore, we carried out field research, applying didactic-pedagogical activities to deaf people at a state school in Maceió - AL. Therefore, we divided the work into three parts. In the first part, we summarize the main legal documents and linguistic concepts and some linguistic approaches for the development of didactic-pedagogical activities; in the second part, we describe a preliminary proposal applied in the field, followed by preliminary analysis as a conclusion of this methodology. Finally, this study aims to contribute to more discussions about the development of didactic proposals so that the language can be inserted in different communication situations and the deaf learner has access to texts selected appropriately for their linguistic reality.