O ensino da língua portuguesa (LP) como segunda língua (L2) para a comunidade surda na Política Nacional de Educação Especial (PNEE) 2020 : reflexões sobre o discurso do “direito de optar” frente à ausência discursiva do “garantir” a educação especial e inclusiva na PNEE

Abstract

This research originates from the completion of the course work of Letras Libras, which brings as its problematic the discussion of teaching Portuguese as a second language for deaf people within the National Policy of Special Education PNEE (2020). In this study, the general objective was to analyze the discussions around the teaching of Portuguese as a second language for the deaf community in the PNEE 2020, and as specific objectives we sought to: a) Identify the concept(s) of teaching of Portuguese as a second language for the deaf in the PNEE 2020; b) Identify the guidelines contained in the PNEE 2020 for implementing the teaching of Portuguese as a second language for the deaf; and c) Establish a dialogue between the conceptions and guidelines for teaching of Portuguese as a second language for the deaf in the PNEE 2020 and the theorization of the bilingual approach. For this, the methodology used was documentary research from the theoretical and methodological foundation of Discourse Analysis the (ORLANDI, 2010), (MAINGUENEAU, 2004), (MOITA LOPES, 2002). As a theoretical contribution we used as references Glat and Fernandes (2005), Mantoan (2005), the PNEE (2020) to address the idea of special and inclusive education, we anchored in the authors Calixto; Ribeiro; Ribeiro (2019), Fernandes (2003), Grannier (2007) to work on the teaching of Portuguese Language as L2 with the main results. In summary, we perceive in PNEE (2020) a discourse that reinforces bilingual education as an option and not as a policy as a right to be guaranteed. In view of the above, in the final considerations we reflect that even though we have developed political and legal documents, it is necessary to advance in the guarantee of rights, because the gaps in education are still very visible.