Português para surdo como l2 numa abordagem colaborativa: reflexões teóricas acerca da prática no programa de apoio ao discente ingressante (PADI) da UFT.

Abstract

The topic of teaching Portuguese for the deaf as a L2 is a constant among the various researchers in the field of education. Henceforth, this research deals with a relevant theme in the issue of teaching deaf people. This one deals with the lack of specific methodology for teaching Portuguese in the written modality as L2. Authors such as Gesser, (2010) addresses issues related to the methodology of teaching Libras as L2, Basso, Strobel and Masutti, (2009) deals with issues concerning the methodology of teaching Libras as L1, all these articles were essential for guidance in the area of education, as they produced major changes in the way of teaching and seeing the deaf person. As a result, I come to problematize the failure of deaf students in the regular inclusive classroom in which the deaf attend the class in the L1 of the listener while the L1 of the deaf is ignored. Thus, the oral Portuguese methodology prevails. While a methodology centered on Portuguese written as L2, would favor cognitive, social and other higher functions. Still committing myself to bring some theoretical reflections about the collaborative and communicative approaches which Figueiredo among other authors implemented as a method of language teaching. For this reason, they were adopted in the Support Program for Incoming Students (PADI) at UFT, in the state of Tocantins.