TEACHING PORTUGUESE AS L2 TO THE DEAF COMMUNITY: REFLECTIONS ON THE PREPARATION OF TEACHING MATERIALS

This article proposes a critical analysis on the development of teaching materials aimed at teaching Portuguese as a second language (L2) to deaf people. Acknowledging the specific challenges that deaf students face when learning written Portuguese as an L2, the study seeks to understand the gaps in the existing educational methodology, both through theoretical reflection and through the proposition and analysis of the teaching material aimed to deaf students in the final grades of elementary school. The analytical approach presented here aims not only to propose ways to overcome language barriers, but also to incorporate visual and spatial elements that are fundamental for the effective education of deaf people, by making use of technological resources. We explore the pedagogical strategies that privilege Brazilian Sign Language (Libras) as a bridge to understanding Portuguese as an L2. Furthermore, we discuss the importance of an inclusive perspective on the development of teaching materials, highlighting the need for cultural representation and adaptability to meet the diverse needs of the deaf community, without, however, closing off possibilities. This proposal aims to contribute to the construction of a more accessible and enriching educational environment for deaf students, recognizing and valuing their unique linguistic experiences.