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The aim of this work is to analyze the learning process of a deaf student from activities carried out in a writing workshop in Portuguese offered by a non-deaf teacher. Questions: 1) How does a deaf student manage, in his texts, contextualization factors, the elements that embed the text in a certain communicative situation? and 2) to what measure is the teacher´s intervention necessary to make the student understand the use of titles in texts? Comparisons of 29 complete texts were made, emphasizing the construction of titles. The main transformations were: 1) attention to spelling; 2) paragraph use; 3) title refinement; 4) calculation of the possible interpretation of the readers; 5) use of connectors; 6) verb conjugation and 7) syntax. Regarding the writing of titles, the pedagogic activity was seen to be fundamental to the deaf student’s achievement of this competency.

Fatores de contextualização em textos redigidos por um estudante surdo