ASPECTOS DA APRENDIZAGEM E PRODUÇÃO ESCRITA DO PORTUGUÊS PELOS SURDOS: um enfoque na concordância verbal

Abstract

This dissertation research aimed to understand cases of non-verbal agreement in writing Portuguese by deaf people. We start from the premise that “errors” in the writing of deaf people are related to inadequacies in the provision of Portuguese teaching in inclusive schools. Thus, we carried out a case study, whose general objective was: to analyze the model adopted by inclusive education for teaching Portuguese to the deaf, in a public school, in São Luís, Maranhão and its impacts on the writing produced by the deaf. Therefore, we seek research that addresses the following subjects: verbal agreement in Portuguese, verbal agreement in Libras, Interlanguage, teaching Portuguese to the deaf, Bilingual Education for the deaf and inclusive education. The theoretical basis is made up of studies by Crato and Cárnio (2009), Dorziat and Araújo (2012), Selinker (1972, apud Paiva, 2014), Streiechen and Krause-Lemke (2014), Alves et al. (2015) and Faria-Nascimento et al. (2021). The research methodology was based on discussions by Gil (2008) and Paiva (2019) in which we undertook a case study in an inclusive school in São Luís. The data was generated through interviews with Portuguese teachers, Libras interpreters and the deaf students, as well as by analyzing the written production and verb agreement used by the deaf students. The research approach was mixed (qualitative and quantitative). The analysis of the data generated in the interviews led us to the following conclusions: Portuguese teachers do not have adequate training in Libras, Maranhão State Institute of Education, Science and Technology does not have an established schedule for Specialized Educational Assistance with deaf students, there are cases of interpreters teaching Portuguese as a substitute for teachers, teachers do not use Visual Literacy, teaching methods do not address the specificities of verb agreement between Libras and Portuguese, deaf students do not develop fluency in Portuguese due to inadequacies in teaching. Of the seven deaf students enrolled at the school, only one demonstrated proficiency in writing. The analysis of the written production shows that the deaf student has relatively satisfactory knowledge of the lexical, morphological and syntactic aspects of Portuguese, as well as elements of cohesion and textual coherence. Of the 6 sentences produced, there was an attempt at verb agreement in two, in one there was no use of verbs and in three sentences verbs were used in the infinitive. The writing also shows cases of interlanguage, since of the five verbs used, three were written in the infinitive, two of which were classified as verbs without agreement in Libras, showing transfers of linguistic structures from Libras to written Portuguese. We concluded that the teaching model in the school where we carried out the case study, which follows the parameters of inclusive education, does not offer satisfactory teaching of Portuguese to the deaf, resulting in cases of non-verbal agreement.