Adaptação do Shape Coding para o ensino de Língua Portuguesa para surdos do sexto ano do Ensino Fundamental

Abstract

The present work presents itself as an applied research (LAKATOS, MARCONI, 2003), in the search for innovation of the teaching strategies to be used in the classroom for deaf students besides the development of activities according to the guidelines of the PCNs (BRASIL, 1998a; 1998b). Through the adaptation of the Susan Ebbels' Shape Coding system (2007; 2014), it looked at the work with the explicit grammar of the Portuguese Language for linguistic reflection of the contents referring to the sixth grade of Elementary School through the way of bilingual education for the deaf. The respect and appreciation of the peculiarities of teaching Portuguese as L2M2 for the deaf were based on the incorporation of significant visual clues for these students. A visualy maximized environment for deaf was studied through authors of the Deaf Studies area, such as Skliar (2001), Campello (2008), Oliveira (2009) and Peluso and Lodi (2015). Official documents on deaf education also served as a basis for the adaptation of Shape Coding, which looked for patterns for the visual marking of sentences in Portuguese to understand the functioning of the language, comparing it with the L1 of the students to the same time they use and reflect on their L2M2. In practice in the classroom, it was possible to observe the expansion of the linguistic competence of the students, especially those with higher deafness, through the explicit study of Portuguese grammar and linguistic analysis with the help of visual cues. Linguistic reflection has been shown as an important part of the teaching process of Portuguese Language as L2M2, inserted in the Portuguese plans, with moments influenced by both Foreign and Portuguese PCN.