Ensino de português para surdos e a prática da cidadania a partir do conto “A menina vendedora de fósforos”

Abstract

This article presents an experience report carried out at a Municipal Bilingual School for the Deaf (EMEBS) in São Paulo, with 8th-grade students throughout 2024, aiming to promote the teaching of Portuguese as a Second Language for the Deaf (PSLS). The sequence of activities, structured over four school terms, was centered on Hans Christian Andersen’s short story “The Little Match Girl”, integrating reading practices, signed production (Libras), contrastive linguistic analysis (Portuguese/Libras), and written text production. The proposal adopted active methodologies, such as gamification strategies and educational games, to foster engagement, meaning-making, and meaningful learning. In addition to linguistic development, the sequence promoted reflections on children's and adolescents’ rights and citizenship actions, culminating in a winter clothing donation campaign organized by the students. The results revealed progress in reading comprehension, written production, and students’ social participation, highlighting the importance of visual, contextualized, and interdisciplinary pedagogical practices. The study concludes that there is a need for continuous investment in specialized teacher training, the production of specific teaching materials, and the institutionalization of interdisciplinary pedagogical practices to enhance Portuguese language teaching for the Deaf.