História da educação de surdos e as atuais perspectivas para o ensino de habilidades de leitura e escrita
DOI:
https://doi.org/10.5216/ia.v43i3.50811Abstract
Studies on the education of the deaf have been amplified in recent decades, corroborating the consolidation of the rights of the deaf community, especially regarding the recognition of the Brazilian Sign Language as a means of communication and expression. Despite these advances, there are still evident obstacles in terms of teaching written Portuguese, mainly due to the limitation of teacher strategies and the use of appropriate didactic material to address the needs of the deaf student. This exploratory research (GIL, 2002) proposes a reflection on the historical trajectory of deaf education in Brazil, also highlighting issues related to inclusive education. From the research on inclusion, such as Goldfeld (2002), teaching of Portuguese and Portuguese for the deaf (QUADROS, 1996; QUADROS and SCHMIEDT, 2006; PEREIRA, 2014, among others), this paper presents some proposals to teach written and reading abilities for deaf students, elaborated in a bilingual teaching perspective.
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