Português para surdos: análise historiográfica do ensino da escrita no Brasil

Abstract

In this work, we promote a reflection on the historiographical trajectory of teaching Portuguese writing to the deaf in the Brazilian context, seeking to analyze the relationship between the production of knowledge about the field and the intellectual ideas advocated in its historical and social context. Drawing from the theoretical framework of Linguistic Historiography (SWIGGERS, 2009; KOERNER, 2014; BATISTA; BASTOS, 2020), the analysis in question encompasses internal parameters and external parameters of the following works produced in the 20th century in Brazil: Pedagogia emendativa do surdo-mudo: considerações gerais (LACERDA, 1934), Compêndio da educação da criança surda-muda (Dória, 1954), Quero falar - cartilha para uso das crianças surdas (NAN, 1957), Ensino oro-audio-visual para os deficientes da audição (DÓRIA, 1958), Posso falar (Lenzi, 1970) and Português para deficiente auditivo (GOTTI, 1992). The results indicate that, historically, due to being understood as the deaf subject's mother tongue, didactic proposals focused on teaching Portuguese - preferably the spoken form. Writing was not advocated as the main objective of this educational project, and in this context, two conceptions regarding its teaching stand out: writing was conceived as a secondary possibility for deaf individuals who could not be oralized to access knowledge, and writing was understood as one of the skills that would be taught simultaneously to this audience through remedial pedagogy for the deaf.