O papel da língua(gem) como promotora do desenvolvimento do sujeito surdo: dando acesso à interação com o meio social

Abstract

The research seeks to analyze the roles of the two languages: Brazilian Language of Signals - Libras and Portuguese writing as promoters of the development of the Deaf subject, giving access to the interaction with the social field.Was opted for this analysis the accomplishment of bibliographic and empirical research.The data analysis is from a qualitative approach.Seeking to identify the importance of the acquisition/learning of L1 Libras, which is the natural language of the Deaf and used for education and the Portuguese language used for reading and writing considered as L2, both important for the sociolinguistic development of this subject.We will dialogue with linguistic researchers as Quadros and Karnopp (2008), Quadros and Cruz (2011) Santana and Bergamo (2005); Santana, (2007); which portray the result of this late acquisition / learning. Further along with Silva (2000); showing the value of the language acquired early. With Goldefeld, (1997); the importance of Portuguese for writing and reading. And in Quadros, (1997); Capovilla, (2002) addressing the paths of bilingualism. For its social theoretical basis, it was compacted with the dialectical theory, of Vygotsky, L.S. (1988); (1994); . Data were collected through interviews of two undergraduates and one graduate Deaf of several higher education courses, residents of the metropolitan region of Goiânia, with reference to the second semester of 2018. The interviewees agreed to contribute to the research and signed the TCLE - Term of Consent Free and Informed, being aware of the purpose of this work and freely prepared to answer the questions. The answers were analyzed seeking to know their experiences and to compare them in the light of the theoretical base studied here, seeking answers to the questions raised the participants are deaf persons with the acquisition of the Sign Language in different periods: early acquisition, naturally acquired in the family environment, and late acquisition, formally acquired in the educational environment and a deaf bilingual user of both languages. Resulting in the understanding that for the socio-linguistic and educational development of the Deaf it is necessary the partnership: rich social relations, accessible language, correct methodology and reciprocal relations between teachers and students and interpreters. This research contributes to the area of sociolinguistic and educational, studies of the Deaf, since the role of the language (gem) and the social environment are determinant for the development of this subject, to break away from the stigmas and stereotypes, allowing us to act as conscious professionals and transformers of current reality, and also, and particularly, to answer questions in my living as Deaf.