| dc.description.abstract | In this dissertation, our aim is to reflect on written activities in Portuguese language for deaf children enrolled to the second and third years in a mixed grade elementary public school system, located in the metropolitan region of Porto Alegre, RS. Likewise, we intend to verify proposals of written activities in Portuguese language used in classroom for the deaf, to problematize the aspects of written Portuguese language that arise from such activities, and to analyze how such proposals answer for the deaf specificity, aiming at the meaningful learning of written language. In order to fulfil our objectives, based on readings of authors such as Quadros (1997), Karnopp (2012), Gesueli (2012), Giordani (2012), Quadros e Schmiedt (2006), Fernandes (2006, 2013), Pereira et al. (2011), Lacerda (2015) e Lebedeff ( 2017), we considered video recorded class observations, photographs and reports concerning these classes during the year of 2014. When it comes to the results of the study, we emphasize that the teaching practices related to written language observed in this context refer to the usage and to the expansion of vocabulary, to the Portuguese language orthography, and to the production of sentences based on the vocabulary taught. Considering the specificity of this school reality, we understand that more research is necessary to the teaching and the learning of languages related to the singularity of the students, teachers and institutions that deal with such schooling. | en |
