As contribuições da perspectiva translíngue para ensino bilíngue de surdos: uma análise de produções escritas de alunos do ensino fundamental

Abstract

Bilingual education for the deaf people, as a linguistic minority, is a theme that permeates the discussion of research around the world. The heteroglossical perceptive of conceiving bilingual education has also been gaining ground in the specialized literature in the last decade. In particular the translingual approach, which has been presenting in its studies complementary ways of conceiving the teaching of bilingual people, especially of minority languages such as Libras, in an unequal society. Thus, this research aims to understand which translingual practices are used as resources in the construction of meanings in deaf students' writing, and to what extent they are an efficient pedagogical strategy for learning and can contribute to the theoretical strengthening of bilingual teaching for the deaf people. This is a qualitative research in education with an interface with transdisciplinary applied linguistics that engages in a dialogue with authors who previously focus on the themes of deaf education, Portuguese as a second language for the deaf and translanguage, such as Goés (1999, 2012); Lodi (2013, 2014); Lacerda (2009,2012, 2015), Fernandes (2006); Garcia (2009); Nogueira (2015, 2020, 2021); García e Li Wei (2014); Canagarajah (2013, 2017), Silva (2017, 2019). Therefore, the research procedures adopted for data construction were observation, through a field diary, and the survey of students' written productions in activities, assessments, adapted materials, and extra-class interaction in all subjects. Data analysis and constructions were guided by theoretical discussions of translanguage, spatial orientation, translingual writing in Canagarajah (2017), Pennycook (2017) e Velasco e Garcia (2014). The research results show that translanguage brings a new look to bilingualism, that challenges us to remove the centrality of a language just to legitimize other languages that are present, and/or that emerge from the interaction between bilingual students. In addition, it allows for the expansion of negotiations based on social relations, ensuring the student to add new meanings by using their entire linguistic repertoire in the construction of knowledge. Thus, translanguage can contribute to bilingual teaching as an educational proposal, because, from other repertoires, when valued, it is possible to shift the power relationship, existing between languages, to focus on the learning process.