ResumoEm uma sociedade multiletrada, a aquisição da Língua Portuguesa (LP) escrita, para os surdos, é primordial para a inserção social e para ampliação do universo sóciocomunicativo. Diante disso, buscamos analisar textos de um surdo bilíngue do Ensino Médio, visando identificar a organização linguística, textual e discursiva empregada. Para isso, descrevemos a influência da Libras nas produções em LP e as marcas linguísticas adotadas que ajudaram ou prejudicaram na constituição das produções e, por fim, refletimos como esses aspectos se relacionam no estabelecimento da coesão e da coerência textual. Os resultados demonstraram que o aluno realizou pequenas produções, na sua maioria descritiva, e que em alguns trechos houve rupturas na organização textual que causaram problemas microestruturais, mas não prejudicaram a coerência e o sentido global das produções. Constamos a influência da Libras na estrutura da LP, a qual foi atribuída como produto de uma interlíngua. AbstractIn a multiliteracy society, the acquisition of Portuguese Language (LP) writing skill for deaf people is central, in addition, this acquisition is an extension of the socio-communicative universe. Thus, we sought to analyze texts of a bilingual deaf high school, aiming to identify the linguistic, textual and discursive organization employed. For this, we describe the influence of Libras on LP productions and the adopted linguistic marks that helped or hindered the constitution of productions and, finally, we reflect on how these aspects relate in the establishment of cohesion and textual coherence. In the textual productions, the analyzes looked for the identification of the linguistic movements, from textual elements, such as cohesion and coherence. The results showed that the student made small productions, mostly descriptive, and that there were, in some sections, cohesion ruptures, which did not affect the texts coherence. It was verified influence of Libras in the Portuguese Language structure, which was considered as a result of an interlanguage.

In Brazil, according to the principles of bilingualism, the process of teaching written Portuguese to deaf people should be based on methodologies used to teach a second language (L2). Also, the teaching method should be developed from experiences with the Brazilian Sign Language (LIBRAS). On that account, the present study investigated the teaching-learning process of the written Portuguese experienced by a deaf student in an inclusive class. A qualitative, descriptive and exploratory research was conducted. As for collecting data, three methods were explored: participant observation, field diary and document analysis. The results indicated that in the aforementioned process, LIBRAS was not appreciated as a first language (L1). They also showed that no Portuguese language teaching methodology based on a L2 was used. Thus, we concluded that the methods used for teaching the written language in the inclusive situation did not meet the principals of bilingual education and did not embody all the linguistic and cultural singularities of the deaf student.

This article discusses the educational and linguistic demands presented by a deaf person in the Bachelor of Rural Teachers, attended by a multidisciplinary team to develop strategic actions for the educational inclusion of the deaf. Knowledge of bilingual and scientific literacy practices was considered. For that, we used a qualitative approach characterized as action-critical research, including participant observation to describe the history and demands that led to the creation of this Literacy Project and the composition of the team that participated in the inclusion and literacy process. The results of educational actions pointed out the pertinence and need of considering the participation of this pre-service teacher deaf of the Rural Bachelor course as the guiding agent of the entire process. Since the team's articulation was only possible based on the considerations and notes given for this deaf referred. The results reveal the importance to articulate interventions about inclusive and bilingual approach in the University. Specifically, in the pre-service Science teacher courses, in order to discuss the presence of Brazilian Sign Language in inclusive or bilingual contexts, ensure the professional development of the deaf and the technical capacitation of the team members, through an effective evaluation of the educational process.

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