Influência da Língua de Sinais Brasileira no português escrito por alunos surdos

Abstract

This research considered the possibility of linguistic interferences of the Brazilian Sign Language in the written Portuguese by deaf subjects. Thus, the following research questions were raised: a) Do deaf individuals who have the Brazilian Sign Language as their first language (L1) have the interference of the Brazilian Sign Language in the Portuguese Language (L2)? b) Does the degree of knowledge of the L1 influence deaf individuals in the use of L1 marks in the acquisition of written Portuguese? From these questions, it was hypothesized that (1) deaf students misuse grammatical rules (morphosyntactic level) in the construction of texts written in the Portuguese language due to interlanguage, characterized by the interference of L1 in L2; 2) the Portuguese teacher does not know the linguistic singularities of the deaf subjects to create viable alternatives that can elucidate and/or solve difficulties arising from the acquisition of an L2. In order to answer the research questions and validate or refute the hypotheses, the objective was to describe and analyze the marks of the Brazilian Sign Language in the Portuguese written productions by deaf individuals and propose a way of teaching through gamification; thus, work these features of Brazilian Sign Language in these students’ written Portuguese. Therefore, it was proposed to a) describe and analyze the L1 marks in deaf students’ written Portuguese; b) research theories, considering the identified difficulties, aiming to understand the phenomenon under study; c) prepare a teaching proposal that considers the writing difficulties found in the participants’ texts of this research identified after the diagnosis; d) elaborate and apply a teaching proposal based on gamification to work the marks of L1 in the deaf students’ written Portuguese and; e) offer a theoretical and pragmatic subsidy for teachers of L1 and L2 to aid their teaching practice through valuing the linguistic and socio-cultural diversity. And also offer lessons on linguistic prejudice towards the deaf individual favoring the acquisition of written Portuguese as L2 by this subject. We adopted a theoretical interlingual analysis approach, from the perspective of the Language Contact theory of Sociolinguistics. The methodology was descriptive and action research with the participation of four deaf individuals from public school on the 6th., 8th. and 9th. year of Elementary School II. For the proposal analysis, the informants’ written texts were collected in two moments (diagnostic phase and post-proposal phase of teaching) for the results and evaluation of the research. The results pointed out the interference of the Brazilian Sign Language in writing in Portuguese Language, mainly in its morphosyntactic aspects. In order to work on these interferences and provide theoretical-pragmatic subsidies to teachers who teach Portuguese to deaf students, a proposal of teaching based on gamification was elaborated. Comparing the results of the diagnostic phase and the post-proposed teaching phase, we may conclude that there was significant learning of deaf students in relation to the phenomenon researched.