Ensino de português como segunda língua para estudantes surdos: um estudo de caso sobre aproximações ao ensino bilíngue em uma escola inclusive

Abstract

This research shows an analysis of teaching and learning strategies in Portuguese as a second language (L2) for deaf students registered at a municipal school in Minas Gerais interior.The study aimed to describe the development in Portuguese learning using bilingual method approximations. It was based on the hypothesis that  the bilingualism is the most effective approach to teach Portuguese for deaf students, although it is still little explored in inclusive contexts.The results showed that the adoption of strategies aligned with the bilingual perspective, such as the work of Portuguese teachers fluent in Libras (Brazilian Sign Language) and the presence of a team specialized in Libras at the school, favors the development of writing in Portuguese for deaf students, making the class more accessible and enabling the mapping of linguistic difficulties. The research also demonstrates the need for a holistic view of the students' context and for coordinated work between the academic community and the public authorities to make projects like this one viable. Finally, it was found that the inclusive school, in its structure, differs from the bilingual school, which has theoretical foundations, methodological organization, and a specific workload for deaf students. However, given the scarcity of bilingual schools in towns of Minas Gerais, the importance of adopting pedagogical practices closer to this perspective was highlighted, in order to ensure greater linguistic accessibility.