BILINGUAL EDUCATION: PATHWAYS AND POSSIBILITIES BASED ON NARRATIVES OF DEAF STUDENTS
Bilingualism. Libras. Deaf. Autobiographical narratives.
This research aims to analyze the reports produced by deaf students, in a
public school in Natal - RN, in what alludes to the teaching methodologies used
in the classroom context. From what can be seen, the focus is on the bilingual
perspective/the bilingual experiences of this group, in order to highlight their
traumas, anxieties and the like. Such an attempt is of paramount importance,
given that we can, based on the analysis, propose methodologies that are
consistent with the local reality. To do so, we will resort to the theories of Ladd
(2003), Quadros (2019), Perlin (2013), regarding Deaf Studies.
Methodologically, this work will use the assumptions of autobiographical
research in education, since we intend to understand the narratives of deaf
students. For the researcher, it is not only interesting to talk about the subjects,
but together with them, in cooperation. The results, still under construction,
intend to move towards a comprehensive view about the experiences of this
group and their particular identity constitution. Aiming at the narratives based on
the experiences of deaf students, we can extract the importance of bilingual
schools relating to the theoretical and methodological parts for possible results
through the studies obtained. Finally, we will deal with the discussions of this
present study through a bilingual bias and that the deaf may have the right to
their mother tongue as an educational basis for knowledge and the learning
process, highlighting the essential points for the development of education for
the deaf. As a result of the data analysis, bilingual material will be prepared to
strengthen the learning processes of deaf students.