DIALOGICAL INTERACTION AS MEDIATION IN THE PROCESS OF WRITTEN LANGUAGE ACQUISITION BY THE DEAF

ABSTRACT: The objective of this study was to investigate the process appropriation, by deaf, Portuguese language as a second in dialogue with bilingual teacher through learning diary. Specifically, pedagogical strategies used mediate teaching written were characterized and appropriation writing deaf students analyzed. Learning diaries produced Elementary School II (Middle school) from an inclusive school that part Bilingual Education Program for collected. Based on indexical analysis diaries, we focused between present text paying attention characteristics intentions contained dialogues, well changes occurred student's texts. results indicated constituted means enunciation deaf. Writing, semiotic constitution expression subject, favored both communication development knowledge about language, addition mediating conversion processes meaning into internal form basis consciousness.