Teaching-learning process and teaching methodology in Portuguese for the deaf under the perspective of inclusive education

For years, the discrepancies faced by deaf students in the teaching of the Portuguese language were due to the lack of hearing. Recently, these failures have been attributed to the use of inadequate teaching methodologies and to the lack of communication through Libras between the deaf and the hearers. This article aims at reporting a research study that analyzed the teaching-learning processes from the point of view of a deaf elementary student in Viçosa/MG. The project was primarily developed by a qualitative approach, by utilizing the bibliographical review, the participant observation and the field diary. Results showed the communicative interactions were restrained, since teachers and hearing students were not fluent in Libras, and there was no interpreter available. The methodology was mostly expositive, with a predominance of oral resources. The findings demonstrated the challenges faced by the deaf students are numerous, since the school does not offer the structure to meet their needs, and the teachers do not have the required education to work in an inclusive school environment. This article reports some methodological proposals for the teaching of Portuguese that were elaborated and applied within an inclusive context, all following PCN orientations. It reinforces the need to invest in teacher training to meet the demands of inclusive education to improve the quality of the classes offered to the deaf in regards to the teaching-learning process for Portuguese.

ALPHABETIZATION AND / OR LITERACY: IMPLICATIONS FOR TEACHING

The study proposed in this paper aims to present a review and theoretical reflection on the concepts of alphabetization and literacy. Whereas the term literacy emerged in Brazil in the 80s, we intend to investigate how it has been used in Brazilian education and reflexes which provoked its use in school pedagogical practices. Used as theoretical studies such as Kleiman (1995), Smith (2000, 2004), Matencio (1994, 2004), Tfouni (1995) and Rojo (2004). From the references cited crave draw a parallel between the use of these two terms and how literacy can contribute to improving the quality of teaching and learning of reading and writing. Given that school practices seek to form proficient readers, not for us to choose between alphabetize or write the lyrics what becomes necessary is alphabetize from social practices.

A HISTORY OF PORTUGUESE LANGUAGE TEACHING MANUALS IN BRAZIL, IN THEIR VARIOUS LANGUAGES

This article aims to study the historical constitution of Portuguese Language Teaching Manuals in Brazil (PLT) in Brazil. To do this, we offer firstly an overview view of research on these Teaching Manuals as used in schools and in Portuguese language classes throughout the whole time they have existed. From this extensive period we draw attention to some historical perspectives that have decisively changed the direction of PLT, its classes and the day to day life in schools. From these we shall single out the public policies regarding quality pertaining to the National Program for Teaching Manuals (NPTM) and to the National Program for Teaching Manuals for High Schools, specifically and for 2015 (NPTMHS 2015). We seek theoretical support in: Comenius (1954), Oliveira et al. (1984), Soares (1986, 1998, 2001), Bittencourt (1993), Freitag et al. (1993), Munakata (1997), Coracini (1999), Batista (2001, 2003, 2004), Batista and Costa Val (2004), Bunzen (2001, 2005, 2009), Bunzen and Rojo (2008) Rojo and Batista (2008), among others. The result of this research will give a history of PLT made up of diverse social and political factors, as well as those continually arising.