Language advising (LA) is a modality of accompanying language learners, which aims at
leading them to a reflection on their own learning in order to make them more autonomous.
Mynard (2012) presents a model for LA based on three interconnected axes: dialogue, tools
and context. Magno e Silva, Sá e Matos and Rabelo (2015) sought in the theoretical
contribution of the Complexity Paradigm the subsidies to show that LA in the model of
Mynard (2012) benefits from an approach with the Complex Adaptive Systems Theory
(MORIN, 2010, LARSEN-FREEMAN and CAMERON 2008). This dissertation follows the
framework of the expansion of this model of LA to meet deaf learners of Portuguese language
and who communicate through a language modulated in the visual-spatial context. Thus, our
purpose is to investigate LA as an autonomy nurturing of deaf students in the Portuguese
acquisition process. To this end, we carried out this case study with seventh year deaf learners
of a public school in Belém, Pará. For the data collection, advising sessions with deaf
Portuguese learners were filmed. The results showed that the Dialogue, Tools and Context
Model for LA (MYNARD, 2012), in its understanding as a complex adaptive system
(MAGNO E SILVA; SÁ AND MATOS; RABELO, 2015), if rethought, considering the
specificities of Deaf learners and their sign language, can favor the practice of advising with
these learners, foster their autonomy and improve their learning of Portuguese.
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