Libras, linguagem e aprendizagem: fundamentos para a inclusão escolar dos surdos

Abstract

The school inclusion of deaf students represents one of the main challengesofcontemporary education, requiring the development of pedagogical practicesthatrespect their linguistic, cultural, and educational specificities. In this context, theBrazilian Sign Language (Libras) plays a fundamental role in the cognitive, social,and identity development of deaf individuals, becoming a central element for theeffectiveness of bilingual education and school inclusion. This study aims toanalyzethe importance of Libras, language, and bilingual education in the school inclusionprocess of deaf students, highlighting challenges and possibilities for promotinginclusive and quality education. This research adopts a qualitative approach, withabibliographic and documentary nature, based on studies related toinclusiveeducation, bilingual education, deaf culture, and teacher training. Thetheoretical framework is supported by authors such as Vygotsky, Bakhtin, Quadros, Skliar,Strobel, Lacerda, and contemporary researchers in the field of deaf education. Thefindings indicate that early access to Libras contributes to language development,learning, and the construction of deaf identity, while continuing teacher education,curriculum flexibility, visual resources, and the recognition of deaf cultureareessential elements for the development of inclusive educational practices. It isconcluded that the effective inclusion of deaf students requires the strengtheningofbilingual education, the appreciation of Libras, and the implementation of policiesandpedagogical practices that ensure the right to communication, learning, andsocial participation.