Reflexões sobre o ensino de língua portuguesa para os surdos e as implicações na produção da redação do enem

Abstract

The writing has been gaining space in assessment processes such as the entrance exam and the ENEM. Therefore, there is a constant search for practices, techniques and strategies that enable the student to produce a cohesive and coherent text. This work is composed of a brief theoretical path that seeks to reflect on the teaching-learning process of the Portuguese language for deaf students, as well as the difficulties that occur in this process. Considering that the deaf must write in Portuguese and that their natural language is the Brazilian Sign Language (BRASIL, 10.436/02), two languages of different learning modalities and learning emerge in the school environment. The Brazilian Sign Language becomes the first language and the Portuguese language the second language (BRASIL, 5626/05). In this linguistic diversity, the Portuguese Language teacher faces the challenge of teaching written genres to deaf students. In this context, teaching written language to deaf people often becomes a difficulty for Portuguese language teachers. Therefore, there is a need for research, such as this one, to analyze this process. The main objective of this work is to reflect on difficulties in the Portuguese language teaching-learning process of deaf students and with this the consequences and obstacles in their writing in the ENEM writing. On the theoretical basis, we adopted the Bakhtinian concept of gender (BAKHTIN, 2003) and followed with authors who address reflections on language and its relationship with the cognitive functions of human beings Lodi (2002), Goldfeld (1997), Poker, (2002) , between others. In line with these authors, we seek a specific theoretical framework on the teaching of textual production for deaf students, such as Salles (2004), Silva (2001), Pinheiro (2015), etc. For the development of the work, we used a qualitative approach (LUDKE; ANDRÉ, 1986), with bibliographic readings as a procedure for data collection. We believe in the importance of this study because, in addition to analyzing the relationship between deafness and education, it serves as an analytical tool for professionals in the field of education, especially those who are already working with deaf students, as the invites for a reflection on pedagogical practices in general and also related to this student body