Educação bilíngue: caminhos e possibilidades a partir de narrativas de alunos surdos

Abstract

This research aims to analyze the reports produced by deaf high school students, in a public school in Natal – RN, with reference to the teaching methodologies used in the classroom context. From what can be seen, the focus is on the bilingual perspective/bilingual experiences of this group, in order to highlight their traumas, desires and the like. This intention is of utmost importance and, based on the analysis, methodologies were proposed that match the local reality. To do so, we resorted to the theories of Ladd (2003), Quadros (2019), Perlin (2013), regarding Deaf Studies. Methodologically, this work makes use of the assumptions of autobiographical research in education, as we seek to understand the narratives of deaf students. For the researcher, it is not only important to talk about the subjects, but together with them, in cooperation. The results demonstrate the need to create pedagogical strategies that enable deaf students to have significant access to information and the acquisition of school content, through visual pedagogy, which includes their natural language: Libras, based on in the assumptions of bilingualism. Aiming at narratives based on the experiences of deaf students, we can extract the importance of bilingual schools relating to the theoretical and methodological parts. Finally, we treat the discussions in this present study from a bilingual perspective and that deaf people can rightfully have their mother tongue as an educational basis for knowledge and the learning process, highlighting the essential points for development in deaf education. In addition to a research product that aims to contribute to society and the deaf community by bringing essential elements and information for the development and learning of deaf students, with a focus on bilingual education.