A libras no processo de ensino-aprendizagem nos anos iniciais na escola pública

Abstract

The Brazilian Sign Language, Libras, is recognized as the main instrument of communication and expression of the deaf by Law nº 10.436, of April 24, 2002, it has its own grammatical characteristics that differ from Portuguese. With Decree nº 5.626, of December 22, 2005, the inclusion of deaf students and people with hearing impairments, teachers aware of the linguistic singularity of deaf students, as well as the presence of a Libras-Portuguese interpreter. This research on the teaching of Libras in the literacy and literacy process in the Initial Years in public schools, aims to reflect on the importance of Libras in the literacy process of deaf students, with a view to reducing barriers to communication and interaction between deaf people. and listeners, as well as the pedagogical practices that were being adopted in the learning of these students in public education in order to seek knowledge about Libras and Deaf Education, so that they can create an educational environment conducive to ALL, deaf and hearing people, advance in the teaching-learning process, in communication and interaction. This research was carried out from the Field Research, through a semi-structured questionnaire with eleven open and closed questions, applied to four teachers from the early years of Elementary School I, being a teacher of the first year, one of the second year and teacher 1 and 2 of the third year, being the teacher of the second year and the teacher of the third year, they are part of the same educational institution, which taught deaf children, in inclusive classrooms, in municipal public schools, in the city of João Pessoa-PB. In view of the data obtained, from the reflection based on the bibliographies on the education of the deaf, it was noticed the learning difficulty that the deaf student faced at the beginning of the year for having very little knowledge in Libras, as well as for the lack of preparation of the teacher in relation to the linguistic specificities of the deaf, thus generating more interaction and communication barriers between the deaf and hearing people and, consequently, in their teaching-learning process. Thus, it was observed that the teaching of Libras in schools has contributed, in a positive way, to the teaching-learning process of deaf students, in the interaction and communication relationship with the listeners and in the teacher's life, since the teacher, when being challenged by the inclusion of deaf students in the regular classroom, in the early years of Elementary School I, feels the need to seek knowledge in the area of Libras and to adopt methodologies that reach the linguistic specificities of deaf students in their classroom, contributing not only for educational advancement, but also for the reduction of social and communicational barriers between deaf and hearing people. Therefore, the teacher, when redefining education for the deaf, will promote the involvement and participation of all, especially the deaf, fostering the feeling of belonging and insertion in social groups, as well as minimizing obstacles between deaf and hearing people.