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Estudo de caso: a literacia da língua gestual portuguesa e adaptações curriculares significativas – materiais bilingues
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| 2.71 MB | Adobe PDF |
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Abstract(s)
Este estudo explora o ensino da literacia da Língua Gestual Portuguesa (LGP) através de materiais bilingues e multimodais para alunos surdos, com necessidades educativas específicas que requerem medidas adicionais de apoio à aprendizagem. A investigação centra-se assim nas adaptações curriculares significativas realizadas para responder às particularidades de um aluno surdo, sublinhando a criação de materiais bilingues e multimodais e o fortalecimento da autonomia. A abordagem metodológica qualitativa e interpretativa fundamenta-se na análise de entrevistas, materiais pedagógicos e práticas educativas, explorando as especificidades do ensino da LGP em contextos inclusivos.
No enquadramento teórico, destacam-se os conceitos de literacia, bilinguismo e educação inclusiva, bem como o impacto do Decreto-Lei 54/2018, que reforça o suporte a alunos com necessidades educativas diferenciadas. O estudo analisa estratégias pedagógicas que integram o ensino da LGP com tecnologias de comunicação alternativa, priorizando a personalização dos materiais. Exemplos como O Patinho Surdo e O Monstro das Cores demonstram a utilização de histórias bilingues para promover a literacia funcional e competências para a vida, utilizando ferramentas como o GRID e atividades práticas.
A promoção da autonomia constitui um eixo central deste trabalho, abordando atividades que fortalecem competências sociais, linguísticas e práticas. O envolvimento dos alunos em tarefas concretas e situações do quotidiano reforça a sua independência e capacidade de adaptação. Paralelamente, a colaboração entre professores de LGP, técnicos e outros docentes é apontada como essencial para assegurar uma abordagem integrada e eficaz. Este estudo evidencia, assim, a relevância de práticas inclusivas, materiais adaptados e metodologias diversificadas para garantir a integração e autonomia dos alunos surdos na sociedade.
This study investigates the teaching of Portuguese Sign Language (Língua Gestual Portuguesa, LGP) literacy to deaf students with specific educational needs requiring additional learning support measures. The research focuses on significant curriculum adaptations designed to address the unique needs of one student, emphasizing the development of bilingual materials and fostering autonomy. A qualitative and interpretative methodological approach supports the analysis, which includes interviews, pedagogical materials, and educational practices, exploring the particularities of teaching LGP. The theoretical framework highlights concepts such as literacy, bilingualism, and inclusive education, as well as the impact of Decreto-Lei 54/2018, which strengthens support for students with diverse educational needs. The study examines pedagogical strategies that integrate LGP instruction with alternative communication technologies, prioritizing material customization. Examples such as O Patinho Surdo and O Monstro das Cores demonstrate the practical application of bilingual stories to foster functional literacy and life skills, utilizing tools like the GRID and hands-on activities. Promoting autonomy emerges as a central theme, with activities designed to enhance students' social, linguistic, and practical skills. Engaging students in real-life tasks and everyday situations fosters their independence and adaptability. Additionally, collaboration among LGP teachers, specialists, and other educators is identified as crucial for ensuring an integrated and effective approach. This study underscores the importance of inclusive practices, adapted materials, and diverse methodologies to ensure the integration and autonomy of deaf students within society.
This study investigates the teaching of Portuguese Sign Language (Língua Gestual Portuguesa, LGP) literacy to deaf students with specific educational needs requiring additional learning support measures. The research focuses on significant curriculum adaptations designed to address the unique needs of one student, emphasizing the development of bilingual materials and fostering autonomy. A qualitative and interpretative methodological approach supports the analysis, which includes interviews, pedagogical materials, and educational practices, exploring the particularities of teaching LGP. The theoretical framework highlights concepts such as literacy, bilingualism, and inclusive education, as well as the impact of Decreto-Lei 54/2018, which strengthens support for students with diverse educational needs. The study examines pedagogical strategies that integrate LGP instruction with alternative communication technologies, prioritizing material customization. Examples such as O Patinho Surdo and O Monstro das Cores demonstrate the practical application of bilingual stories to foster functional literacy and life skills, utilizing tools like the GRID and hands-on activities. Promoting autonomy emerges as a central theme, with activities designed to enhance students' social, linguistic, and practical skills. Engaging students in real-life tasks and everyday situations fosters their independence and adaptability. Additionally, collaboration among LGP teachers, specialists, and other educators is identified as crucial for ensuring an integrated and effective approach. This study underscores the importance of inclusive practices, adapted materials, and diverse methodologies to ensure the integration and autonomy of deaf students within society.
Description
Keywords
Literacia da LGP Literacia funcional Autonomia Adaptações Curriculares Significativas Portuguese Sign Language Literacy Functional Literacy Autonomy Significant Curriculum Adaptations