ALFABETIZAÇÃO NA LÍNGUA DE SINAIS NO CURRÍCULO DE LÍNGUA DE SINAIS
DOI:
https://doi.org/10.14295/momento.v31i02.14392Palavras-chave:
Língua de Sinais. Currículo. Alfabetização. Componentes de alfabetização precoce.Resumo
O desenvolvimento de currículos de línguas de sinais é um acontecimento contemporâneo que poucos países puderam implementar oficialmente para ensinar a Língua de Sinais padrão nacional como primeira língua (L1) e/ou língua materna nas séries escolares. Nestes, a Língua de Sinais figura como uma disciplina obrigatória, que a criança surda precisa estudar e se desenvolver metalinguisticamente, como é o caso do aprendizado de línguas faladas como L1. Uma língua de sinais como metalinguagem também significa que o currículo ensina conhecimentos linguísticos explícitos para que a criança compreenda gradualmente como a língua de sinais funciona em diferentes contextos, para que faça escolhas efetivas de significado ou estilo e para que compreenda os conteúdos de forma mais completa ao estudar a língua. Em outras palavras, o currículo de língua de sinais aborda a importância de desenvolver a alfabetização na língua de sinais para a criança. Tradicionalmente, a alfabetização está ligada à leitura e à escrita e, para sua aprendizagem, o currículo de línguas estabelece cinco componentes essenciais da alfabetização inicial: compreensão, consciência fonológica, fonética, conhecimento de convenções de escrita e fluência. O artigo discute esses componentes em apoio à alfabetização na língua de sinais como uma forma de alfabetização verbal (não escrita), a partir de um estudo documental entre o currículo da língua de sinais e o currículo indígena.
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