| dc.description.abstract | The inclusion of deaf education represented an advance in Brazilian public policies bringing reflections on the acquisition of Pounds and Portuguese writing, these issues that still demand studies because we can not yet say that issues are resolved. We know that the deaf has special characteristics that must be respected in order to overcome the barrier that still stands in front by the difficulty that the bilingual school has to work with him in texts written in Portuguese. The aim of this study was to analyze the textual production in Pounds and Portuguese writing of deaf students of the 5th year of basic education in public schools in the city of Recife. To settle some doubts and move forward in this process as we seek to substantiate the authors Tables, Lodi, Marcuschi, Mittler, Fernandes, Koch, Philip, Krashen, among others investigating linguistic aspects and processes of textualization interlanguage. We conducted a survey of descriptive qualitative study, researching in four schools, twelve deaf students and four teachers in these institutions. We found that students in special rooms showed a slight gain with respect to the domain in the use of cohesion and coherence as well as stages of interlanguage, than those who attended the inclusive rooms. However, the data did not show significant results in significantly textual production of special rooms for students when compared to students' texts inclusive rooms given the best conditions that have special rooms, indicating that we need to keep us attentive to issues involving pedagogical this process. We hope to be contributing so there is a further evolution in relation to the performance of deaf students when they express themselves in both languages. | eng |
