DISCOURSES OF DEAF UNDERGRADUATES ABOUT TEACHING PORTUGUESE IN PANDEMIC:

Abstract

The teaching-learning process of the Portuguese language for deaf students has had long and profound discussions. Officialization of the pandemic scenery of COVID-19, in March 2020, brought about several socioeconomic and educational transformations in Brazil. Due to the rapid contagion of the disease, social distance was imposed, causing changes from the face-to-face model to a remote modality implemented in teaching routine. This study aimed to analyze the discourses of undergraduate students on the effectiveness of the teaching-learning process of Portuguese and the methodologies teachers used to develop learning, based on the theoretical-methodological contributions of Systemic-Functional Linguistics (HALLIDAY, 1994), on legislation and some authors' studies -  Barbara and Macedo (2010), Pereira (2014) and Fernandes (2008) – referring to the Education of the Deaf. Data collection was based on the students' responses to a bilingual questionnaire, sent virtually. This descriptive research was carried out manually, under a qualitative nature, considering the ideational metafunction of the basis of the study, recognizing three distinct representations of the teaching and learning of Portuguese language as a second language for deaf students. We concluded that the didactic-methodological practices carried out in the education for the deaf continued to disregard culture, identities, and linguistic specificities of these people.