A importância da interação em Libras e de uma didática visual nos processos de ensino/aprendizagem de surdos

Abstract

The linguistic specificity of the deaf requires from the educational system and especially from us, teachers, a different look on and for this audience that has Brazilian sign language (Libras) as a first language (v) and Portuguese in the written modality, as their second language (L2). The failure to understand this specificity leads teachers to adopt the same practices used with hearing students, disregarding the visual characteristics of the deaf students. They are different audiences and require different approaches, didactics, methodologies and materiality. Given this, this research had the proposal to make an action-research divided into two moments, the first in an 8th grade classroom of an inclusive school in the city of Belo Horizonte, which has a deaf student in the class, who is the only deaf student in the school. This research had as main objective to evaluate (in)adequacy of the methodology and didactics that are used with hearing students and their application in deaf education. It also aimed to verify the effects of a methodology and didactics aimed at deaf students in an Specialized Educational Service (AEE) room, with interaction in Libras and imagery resources along with the original text previously used by teachers. There were eighteen hours of recordings and field recording of two subjects, Geography and Portuguese and three teachers, the Portuguese subject is shared between two teachers, one working on grammar and the other on text production. Once the recordings were finished and in possession of the material (textbooks and photocopied texts) that the teachers made available, I proposed myself within the AEE to redo the classes, not to point out which ones failed in the teachers' didactics and methodology, but to show that the structure of the inclusive school as it stands does not favor the academic and social development of the deaf student. In the classes of teaching as L2, we applied a didactic and methodological strategy the use of imagery resources, fundamental in the construction of knowledge and literacy of the deaf people, as well as the classes being taught in Libras, the L1 of the student and her deaf colleagues invited for this part of the project, providing an interaction between them. In total, there were thirty hours of recording of classes within the AEE. For everything that was pointed out between the student's classroom and the AEE room, we found that the inclusive classroom as it stands nowadays does not fulfill the linguistic, academic and social needs of deaf students. Deaf and hearing people in the same classroom are not synonymous of inclusion.