Influência da trajetória escolar na aquisição do português escrito como L2 por surdos do ensino superior [recurso: comparando dados.

Abstract

Conflicts and controversies always marked the deaf people's education history that until these days are maintained, front to some subjects, for example, the written portuguese language in the bilingual perspective. Thus, according to Lacerda and Lodi, the focus of the debate had always been related to linguistic matters. The educational programs directed to the deaf student, until now, failed to achieve the desired success, especially if we consider these students' arrival to High Education and the society's beliefs that they are not able to write well in Portuguese. To move on into this subject, the main goal of this academic work was: to analyze if there is coherence or not in the deaf students' development in the portuguese language, compared to the grades reported in the high schools and university school Records considering the teachers and students opinions. The specific purpose was: to analyze the teachers' and students' reports about the student's development; investigate mishaps that may have occurred in the acquisition of the portuguese as L2, identified by deaf students and teachers of LP of higher education. The theoretical foundation had contributions of authors such as Quadros, Almeida, Goldfeld, Lodi, Lacerda, Fernandes, Cavalcanti, Stumpf, Bardin, Soares, among others, which remarked about methods to be adopted aiming to improve those students' writing. The investigation used the qualitative research method and Bardin's content analysis as a reference for data analysis. The research's results allowed us to recognize that students' grades during high school and College do not reveal significant differences. As for the teachers' opinions, the lack of adequate methodologies for those students still is an obstacle to reaching good writing in portuguese as L2. The students consider that the difficulty they fell with written portuguese is due to learning LP, in its written modality, as their L1, without Libras as a mediator. Bilingual education has been the worldwide suggestion, as the proposal that best fits deaf people's educational needs, as long as they have sign language as a mediator for portuguese learning, in its written modality, from the very beginning.