This master's dissertation proposes the creation of curricular guidelines for teaching
Portuguese as a second language for the deaf in high school. This research is justified as a
way of discussing the teaching of Portuguese for deaf students, and as a source of information
for positive changes in the construction of a bilingual education that is still in process, which
is not a finished product. This work, using a qualitative approach, aims to carry out a
curricular proposal for teaching Portuguese in the written modality for the deaf, analyzing the
challenges in acquiring the modality of writing in Portuguese. To develop this research, we
chose the following general objective: To develop a proposal of curricular guidelines for
teaching Portuguese as a second language for the education of deaf people in high school in
Tocantins. To achieve this general objective, the following specific objectives were chosen: a)
To analyze the official documents on secondary education in the State of Tocantins and at the
federal level; b) Reflect on the teaching of Portuguese as a second language for deaf students;
c) Adapt the competences and abilities based on DCT for teaching written Portuguese as
second language for the Dead. To carry out this research, a bibliographical and documental
research was adopted. In addition to bibliographical research to solidly support theoretical
discussions, official documents were analyzed that can support this curricular proposal of
Portuguese as a second language for the deaf, based on skills and abilities. The research
presents a curricular proposal for teaching Portuguese as a second language for the deaf in
high school, as well as making some suggestions for its applicability in teaching Portuguese
as a second language for the deaf.
|
