O papel da Libras no processo de alfabetização do estudante surdo

Abstract

When we think about the literacy theme, It is habitual to only look at the verbal perspective. In many environments, is not given the determined personal development of the subject, which can lead to various consequences. Another frequent aspect is that practice is often associated with the ones that already follow the social patternsestablished, ignoring individuals with specific needs that demand adaptations to makesure that the acquisition process of reading and writing skills. Based on these factors, this research aims to analyze how it goes the literacy process of deaf people. Several articles deal with people's lecturing practices and can give tips on introducing thesestudents to experiences in a literate world. However, it is possible to observe that most of these practices rely on sound resources to assist the verbal words to the written ones, in that case, considering that several methods privilege sound resources as a primarytool for lecturing, it is wondered how it is this process dealt when it comes for all deaf. This research aims to analyze the tools often used by educators to teach Portugueselanguage as L2 using Brazilian sign language as a first language. We also dialogthestrategies that reinforce the identity of the deaf student, making it possible for a better development written in Portuguese relying on their first language, sign language. Bibliographical references were used in this work about deafness, with emphasis oncultural and identity elements of these subjects (following) was made an explanatoryresearch through fieldwork to give as an example at a regular state education school at João Pessoa – PB. It was possible to observe the identification when students learnedhow to figure out the codes only by seeing that they understood their particularities andculture. Following this path, it was possible to identify meanings that provide better development for deaf students with Brazilian Sign.