The research entitled “The Subjectivity of Deaf Person in Writing Portuguese as Second
Language: Constitutions, Education and Deafness”, presents the analysis of texts written by
young deaf participants of the Project “Laboratory of Portuguese Language Teaching for the
Deaf” that happened through the GEPEES Group. The objective of the project was to provide
the deaf the development of the written language in Portuguese because to the great difficulty
presented by them when writing. This difficulty was verified from the dialogues established
with the deaf community from the other projects, as well evidenced from the first written
record requested at the first moment of our meeting. The analysis of written texts provided
this investigation that has as main objective: understand the subjectivity of deaf people
through the production of senses and meanings that emerge from productions written in
Portuguese as a second language, and as specific objectivies: to carry out theoretical reflection
about the deaf education, about process of inclusion and on the debates around this theme;
Discuss the issue of subjectivity and thus to guide the analysis of this research from the
looking of written material, of elaboration process of this product called written production.
As methodology, Vygotsky's cultural historical perspective (1983) used which, ally to with
the studies of authors who focus on this subject and the assumptions of the ethnographic
analysis, supported this research. The project that gave rise to this investigation was
elaborated from interactionist approaches and pedagogical strategies, that started from the
understanding of the deaf person as holder of cultural specificities, where activities mediated
by sign language were developed. Thus, we conclude from the deaf written analysis that it
presents the voices of subjectivities constituted in intersubjective relations in the socio,
cultural and educational contexts, sometimes affirming the linguistic subjectivity acquired
throughout life through sign language, sometimes presenting in the written materiality, the
Portuguese Language from the recognition and linguistic relevance that this new language can
make possible for him/her to expand the field of learning.
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