Língua de sinais e linguagem escrita: a constituição do sujeito surdo bilíngue

Abstract

This article aims to analyze the role of written language in the development of the bilingual deaf individual and to reflect on the role of sign language in the process of teaching written language as a second language (L2) to the deaf. Based on the assumption that written language contributes to the complexification of mental functions, it is understood that its acquisition by the deaf greatly contributes to their affective, cognitive, and social development. Throughout this essay, we discuss the formation of the bilingual deaf individual and the role of writing in this process by comparing the concepts presented by Lev S. Vygotsky on the acquisition of written language and its contribution to human development, and the results of studies conducted by contemporary authors in the field of Deaf Education, which highlight sign language and written language as important for the development of the deaf individual. To become a bilingual individual, a deaf person must make effective use of both sign language and written language in their daily life, with sign language serving as the foundation for the process of meaning-making, including the construction of written meanings. The interrelation between the two languages can promote changes in both the thinking and communication of the deaf person. However, writing must be taught as a living language that is essential for deaf students. Thus, it is important that the education of deaf people ensures the equal use of both languages in the school environment.