Um olhar sobre o ensino aprendizagem de língua inglesa para alunos surdos

Abstract

This work of language course conclusion has arisen after the researcher attended the classes of Libras I and Libras II, and felt the need to have a look at the teaching and learning process for English language deaf students included in regular education. Therefore, the research aimed to observe and describe that process, but also check the existence of some gaps. Research was carried out based on bibliographic studies of some official documents that portray the School Inclusion matter, on a class of third year of high school of Colégio Castro Alves, located in Pato Branco, PR, as well as on the application of questionnaires to participants involved in the process of teaching and learning within that environment. The subjects involved in the research were: a deaf student, as the main focus, a listener student, a teacher of English and a Libras translator/interpreter. Throughout the research that last 06 (six) hours/class, it was possible to detect information about the intended purpose, which involved some educational, social and pedagogical issues, based on the Federal Law No. 7.853, which deals with the integration of Disabled Persons in mainstream education, as well as in Law No. 40.436/2002 that recognizes Libras as a legal means of expression and communication to individual deaf. Due to, the number of participants, the survey appears as interpretative ethnographic qualitative research. During classes observations some learning difficulties in English language were perceived by both the deaf student and the listener, in which the deaf student presents discrepancies with a more marked degree related to their development in this area. With this research, it is concluded that there are several factors that influence the teaching and learning of English by deaf people, among these the results indicated that there is a need to adapt different teaching resources, especially those involving visual aids, since for lack of hearing, one of the cultural characteristics well developed by the deaf is being extremely visual. Another finding is that there is a certain lack of preparation of teachers to deal with different realities conceived for the listener student, which makes the process of inclusion of this linguistic minority more difficult to happen, therefore it could not happen more profitably. Finally, it is believed that the look here related, added to other conducting surveys in this area, could contribute significantly to the process of teaching learning of the English language to deaf students be increasingly motivating and effective.