O ensino de língua portuguesa, na modalidade escrita, para estudantes surdos em contexto inclusivo com proposta bilíngue

Abstract

This text aims to discuss bilingual education for deaf students, with a primary focus on studies that aim to provide effective theoretical and practical reflections in this educational field. The goal is to shed light on the following question: How to develop the teaching of written Portuguese language for deaf students in a bilingual context? To achieve this objective, we present examples of pedagogical possibilities, based on the experience of Souza (2023) as a teacher and sign language interpreter for many years in the state education system of Minas Gerais. The reflections presented in this work consider the postulates defended by renowned authors, including Bakhtin (2006), Faria-Nascimento et al. (2021), Marcuschi (2008), Quadros (2017), Rojo and Moura (2019), Santaella (2012), as well as the current legislation that guides bilingual education in Brazil. About the considerations made in this text, we ratify that there are possibilities for teaching the written modality of the Portuguese language for the deaf, as long as their linguistic specificities are considered.