Análise de material didático de língua inglesa para pessoas surdas

Abstract

This research addresses the analysis of English teaching materials for deaf individuals. Operating from the premise that inclusive contexts guaranteeing the right of deaf subjects to learn an additional language inherently contradict the predominance of audio-centric pedagogical resources, this study was driven by the need to investigate guidelines for analyzing, creating, and evaluating English language teaching materials suitable for this demographic. The general objective was to evaluate the contribution of an instructional resource specifically designed for deaf students in learning English. The specific objectives were: to understand deaf students' perceptions of learning English as an additional language, collected via a questionnaire; to establish principles for creating teaching materials for the deaf community that incorporate their linguistic, cultural, and pedagogical needs in teaching English as an Additional Language; and to examine how these demands were integrated into the material under analysis. The methodology was qualitative and descriptive, employing Data Triangulation to interpret collected data and identify emergent patterns, themes, and classifications for validating and analyzing a specific English teaching material for the deaf. The results indicated that deaf students consider it essential for pedagogical resources to incorporate specific linguistic, graphic-editorial, and cultural aspects during their development. Consequently, a six-aspect Evaluation Instrument for Foreign Language Teaching Materials for the Deaf was proposed and applied to analyze the resource used in the Curso de Inglês para Surdos at the Casa de Cultura Britânica (CINS/CCB). The analysis of one unit concluded that the material partially met two of the six aspects and satisfactorily met the other four. The study concludes that developing English teaching materials exclusively for deaf people is fundamental for truly accessible and inclusive foreign language teaching. The findings demonstrate that the analyzed resource breaks with audio-centric logic by prioritizing visuality, incorporating elements of deaf culture, and socially contextualizing the language, which positively contributed to learning. The evaluation also indicated the need for even greater integration of visuality and Brazilian Sign Language (Libras) as central foundations of pedagogical practice, avoiding their use as mere accessory elements.