This paper aims at bringing some reflection on the writing process of deaf students, pointing out possible implications for teaching practice in inclusive environments. Thereby, five written texts produced by deaf students will be analyzed. These students were taught how to write and read through bilingual methodology in a public school in the state of Paraná. This study has a qualitative method and is classified as an exploratory descriptive study. From the analysis of the texts, it is observed that deaf students' writing has some particularities related to the Brazilian sign language (also known as Libras), which can influence the syntactic structure of the Portuguese language. The analysis attempts to describe the structure of Libras in relation to the structure of Portuguese, with the aim of unveiling how the writing process by deaf students occurs and, thus, presenting possible strategies that could support education professionals who deal with this kind of production.
Sign Language; Bilingual Method; Inclusion; Deafs
