O ensino do sistema de escrita alfab?tica para surdos : quest?es metodol?gicas.

Programa de P?s-Gradua??o em Educa??o. Departamento de Educa??o, Instituto de Ci?ncias Humanas e Sociais, Universidade Federal de Ouro Preto. ; A educa??o de surdos no ensino regular tem gerado inquieta??es no que se refere ?s pr?ticas pedag?gicas desenvolvidas no ensino de l?ngua escrita para os alunos surdos na fase de alfabetiza??o. Este estudo busca investigar as bases te?rico-metodol?gicas adotadas, pelo professor, no processo de ensino da l?ngua portuguesa para os alunos surdos e como essas bases se materializam na pr?tica do professor em sala de aula em escolas comuns. Al?m disso, o estudo discute as demandas educacionais dos alunos surdos no Brasil assim como, as especificidades desse p?blico em rela??o aos alunos ouvintes envolvendo a aprendizagem de leitura e de escrita da l?ngua portuguesa. A pesquisa considerou como perspectiva metodol?gica a abordagem qualitativa. Participou do estudo uma professora ligada diretamente ao processo de ensino de l?ngua portuguesa para crian?as surdas regularmente matriculadas na rede municipal da cidade de Belo Horizonte, Minas Gerais. Os principais instrumentos de coleta de dados foram a entrevista semiestruturada e a observa??o em salas de aula. Os dados coletados foram analisados considerando duas quest?es espec?ficas para a compreens?o das etapas: a primeira etapa, analisar as concep??es que o professor tem sobre o ensino de l?ngua escrita para surdos, dialogando com as respostas apresentadas na entrevista. A segunda etapa identificar as metodologias utilizadas no ensino da l?ngua escrita. Ap?s a an?lise, foi identificada uma inconsist?ncia conceitual por parte da professora acerca do processo de ensino de l?ngua escrita que refletia em a??es de ensino sem planejamento e pr?ticas sem pr?via elabora??o. Os resultados tamb?m revelaram que as estrat?gias utilizadas pela professora evidenciam que a perspectiva de ensino da l?ngua escrita para surdos tem forte base nos modelos de ensino para alunos ouvintes. Observou-se ainda que a presen?a de uma profissional surda nas salas de aula contribuiu para o trabalho docente. Por fim, a an?lise das metodologias tradicionais do ensino da l?ngua escrita para surdos e as transcri??es das atividades para compreender as pr?ticas desenvolvidas em sala de aula contribu?ram para o melhor entendimento de como se diferenciam as pr?ticas pedag?gicas no ensino da l?ngua escrita para surdos e para ouvintes. ; The education of deaf people in a regular education setting, has generated concerns regarding the pedagogical practices developed for teaching written language to deaf students in the literacy phase. This study seeks to look further into what are the theoretical and methodological basis adopted by the teacher in the process of teaching the Portuguese language to deaf students and how these basis materialize in the teacher's practice in the classroom in regular schools. In addition, the study discusses the educational demands of deaf students in Brazil as well as the specificities of this audience in relation to hearing students involving learning how to read and write Portuguese. The research considered the qualitative approach as a methodological perspective. A teacher directly linked to the process of teaching Portuguese language to deaf children regularly enrolled in the school district of the city of Belo Horizonte, Minas Gerais, participated in the study. The main tool for data collection were semi-structured interviews and observation in classrooms. The collected data was analyzed considering two specific questions to understand the different steps: the first step was the analysis concerns the conceptions that the teacher has about the teaching of written language for deaf people, dialoguing with the answers presented in the interview. The second step was to identify the methodologies used in teaching the written language. After the analysis, a conceptual inconsistency on the part of the teacher about the process of teaching written language was identified, which reflected in teaching actions without planning and poorly elaborated practices. The results also revealed that the strategies used by the teacher show that the perspective of teaching written language to the deaf is strongly based on teaching models for hearing students. It was also observed that the presence of a deaf professional in the classrooms contributed to the teaching work. Finally, the analysis of traditional methodologies for teaching written language to the deaf and the transcriptions of activities to understand the practices developed in the classroom, contributed to a better understanding of how pedagogical practices differ in the teaching of written language for deaf and hearing students.