O ensino-aprendizagem de língua inglesa escrita para surdos bilíngues: contribuições de pesquisas científicas.

Abstract

The teaching and learning of written English for deaf students in Basic Education within the inclusive Brazilian educational context presents significant challenges due to linguistic, methodological, and structural barriers. In light of this scenario, this research aims to analyze contributions from academic studies - namely dissertations and theses - regarding the teaching of written English to this population. The specific objectives are to survey and select academic scientific research produced in the past four years, available in university repositories, focusing on texts that propose to categorize convergences and divergences within this teaching-learning process. In this context, the research adopts a qualitative approach, with a descriptive character, grounded in bibliographic research and Bardin’s Content Analysis, using the technique of Thematic Analysis. Methodologically, the selected texts were subjected to the three classical stages of Content Analysis: pre-analysis, material exploration, and treatment of results followed by interpretation. It is noteworthy that, among other aspects, scientific research in general highlights difficulties related to the need for the consolidation of Libras and mediation through written Portuguese. Gaps in public policies and school infrastructure hinder equitable access to English language teaching. However, these studies also point to promising solutions, such as active methodologies, teaching materials, and bilingual strategies that value Libras as the first language and Portuguese as the second. Existing research on the teaching of written English to deaf students in Basic Education contributes to reflection and outlines a more promising future for the teaching-learning of this language, especially in terms of didactic-methodological strategies. In summary, this study aims to offer academia and society a contribution that reflects on the growing need to promote the teaching of the English language to deaf students in Basic Education.