DEAF INDIVIDUALS USERS OF SIGN LANGUAGE LEARNING PORTUGUESE: THE ANALYSIS OF PRACTICAL CLASSES

This essay shows the report of a series of searches that deal the acquisition of a first and a second language by deaf children, in inclusive contexts. Due to hearing deprivation, and for not having a whole acoustic duct, deaf people end up not acquiring naturally the language that is common for Brazilians in general. Among the searches carried out, those that deal the written expression of deaf undergraduates, whose path in the acquisition of the language(s) did not follow the model prescribed by current theoreticians. The search shows that the analyzed students did not acquire sign language as first language in the first phase of childhood and Portuguese as second language, contradicting the bilingual model adopted in Brazil

The Practice of Reading, Writing Papers and Linguistic Analysis in Teaching Portuguese: A Proposal for the Organization of Everyday School Life from the Perspective of Multiliteracies

This paper aims to reflect on the teaching of Portuguese language in the context of twenty-first century, taking as its starting point the proposal of multiliteracies. We propose to discuss the applicability of genres in the classroom as a condition to ensure the construction of fundamental knowledge to social practices of language. For this, we rely on recent studies on the possibilities that the genre can bring to practice reading, writing papers, and linguistic analysis. We intend, therefore, to assist the planning of teachers who still find themselves unsure on curricula that suggest what they have to do, but did not say how. Understand the reason why this work is another contribution to the teaching of Portuguese in the final years of elementary school and high school bringing out a space for discussion about what needs to be taught and some teaching procedures that favor the democratization of school and interaction linguistics. Curricular innovations and new ways of thinking about teaching and learning of mother tongue are already part of the reflections of most professionals, but there is still an open field to think of more effective alternatives through multimodality an interactionist conception of language.

READING CONCEPTIONS IN THE LANGUAGE TEACHING

In this paper, we reflect on the reading concepts, since it is relevant to explain them, because they guide the development of reading comprehension activities, the use of texts in class and the analysis of some issues presented in textbooks. For organizational purposes, we classify the different theoretical lines that discuss the reading from the unilateral and multilateral perspectives of the information processing, which integrate three broad approaches: ascending, descending and interactive. We do not see them as completely exclusive, but as complementary in many ways to characterize the aspects that underlie the reading and comprehension process, if we consider the text, the reader, the production and reading context of the text.

Dialogical-reflective meetings on reading practices and literacy (s) in a public school: report of research

This article is part of a research that investigated the practices of reading and literacy of students from a public school in Rondonópolis, Mato Grosso, and promote reflective meetings with teachers to know their views and practices regarding the teaching and learning of reading, searching contribute to the critical reflection on these practices. Thus, the proposed work was guided by reading theories and critical literacy, combined with the Bakhtin’s language theory and Vygotsky’s learning theory and human development. The data revealed that students participate in a variety of literacy practices  out of school contexts, however the context of school literacy uncovers centralization of activities in traditional tasks in school, especially copy of texts and activities of the blackboard. In the first meetings with the teachers, their perceptions about these practices were marked by uncertainty, not understanding what to do with some school problems. As the meetings were going on, the discourses could reveal critical reflection moments.