Teaching of Portuguese to the deaf: an integrative literature review

ABSTRACT Purpose: to identify the contributions of scientific research with a view to overcoming the barriers in the teaching and learning process of the written Portuguese Language for deaf students. Methods: an integrative literature review of the articles published between 2012 and 2017 available in the electronic databases: Capes and Scielo, was conducted. To select the articles, descriptors were combined: Teaching, "Portuguese Language", Portuguese, deaf and deafness. Articles present in both databases, research whose focus was the teaching of Portuguese to higher education deaf students, articles that did not deal with Portuguese language teaching to the deaf, articles unavailable in Portuguese, were the exclusion criteria. Articles that addressed, somehow, Portuguese language teaching to the deaf, complete and published between the years of 2012 and 2017 were included. Results: 133 articles were found, 16 being selected after applying the inclusion and exclusion criteria. These studies, for the purpose of analysis, were categorized into types, being: experimental, bibliographic, documentary, ethnographic, action research, among others. Conclusion: the deaf still face several barriers for acquiring the written Portuguese language, however, the scholars, from their field of action, propose some strategies which can contribute to overcome them, such as: policy review, early acquisition of Libras, use of digital technologies in the classroom.

摘要
目的：明确科学研究的贡献，以期破解聋生书面葡萄牙语教与学过程中的障碍。
方法：本研究对2012年至2017年间收录于电子数据库Capes与Scielo的文献开展整合性文献综述。文献检索采用组合主题词：教学、"葡萄牙语"、葡萄牙语、聋人与耳聋。排除标准包括：同时存在于两个数据库的文献、以高等教育阶段聋生葡萄牙语教学为研究主题的文献、未涉及聋生葡萄牙语教学的文献、非葡萄牙语版本的文献。纳入标准为：以任意形式涉及聋生葡萄牙语教学、完整发表且发表年份介于2012年至2017年之间的文献。
结果：初检出133篇文献，经纳入与排除标准筛选后共纳入16篇。为开展分析，本研究将纳入文献按研究类型分类，涵盖实验研究、书目研究、档案研究、民族志研究、行动研究等。
结论：聋生在掌握书面葡萄牙语过程中仍面临诸多障碍，但相关领域学者结合自身研究场景提出了若干可助力破解障碍的策略，例如：政策修订、巴西手语（Libras）的早期习得、课堂数字化技术的应用。