Desafios do Ensino-Aprendizagem da Língua Portuguesa Escrita para acadêmicos surdos do curso de letras do CESP/UEA

Abstract

The theme based on the “Challenges of teaching and learning the written Portuguese language for deaf academics in the CESP/UEA language course”, brings up discussions that involve current public policies of inclusion that have enabled access for people with disabilities both in education basic as well as higher education. In addition to promoting inclusion, it is necessary to mobilize alternatives so that students can develop their potential. Therefore, this work aims to identify the main difficulties faced by deaf academics of the Literature Course, with regard to the use of the Portuguese language, in the formal written modality, describing the challenges faced by deaf academics and teachers. Thus, this study qualifies as field research through a case study of a qualitative nature insofar as it intends to describe and analyze a social reality, it is based on the research carried out by Daroque (2011), Quadros (2004), Pereira (2014), Quadros and Schmiedt (2006) and Souza et al (2020), among other theorists of Portuguese language teaching for the deaf. From the data obtained, it is considered that the teaching-learning process in higher education for the training of deaf teachers is undergoing adaptations so that they meet the needs of deaf academics who enter universities and face difficulties, mainly of a linguistic nature. , in reading, interpreting and producing texts written in Portuguese.