Methodological actions that stimulate the development of communicative competence in deaf people: a contextualized study of students in the initiation phase of the School Complex No. 271 – Special Education/CUITO

Abstract

This article aims to explore the methodological actions that stimulate the development of communicative competence in deaf individuals within the Angolan context. Based on a mixed research approach, specifically qualitative and quantitative methods, the study sought to understand the process of developing communicative competencies in deaf children in preschool education through the use of theoretical methods (deductive and analytical-synthetic) and empirical methods (observation, survey, and document analysis). The research led to the understanding that the linguistic and communicative development of deaf children is strongly influenced by early intervention and exposure to bilingual environments, integrating Angolan Sign Language (LGA) as a first language and Portuguese as a second language. In the Angolan context, the late enrollment of children in the formal education system, educators’ and family members’ lack of knowledge of LGA, and the insufficient number of specialized human resources are factors that negatively interfere with communicative development. Furthermore, methodological actions focused on playful activities and the use of visual resources proved to be effective tools in stimulating social interaction and communication among deaf children, promoting an inclusive and participatory environment.