O uso da Língua Brasileira de Sinais - Libras na educação do fundamental II : desafios e perspectivas para a inclusão social dos surdos em sala de aula regular

Abstract

Sign Language is very important for the personal and social development of deaf children, because the experiences they have through it will allow them to acquire a language that enables them to communicate with hearing and hearing people and to understand the world around them. This Final Course Work has the general objective of investigating the use of Brazilian Sign Language - LIBRAS in the educational environment of Elementary School II in a Municipal School of Areia Branca-SE, in the conventional classroom. Therefore, the methodological path outlined in this study has a qualitative approach as its nature, also resorting to bibliographic research in books and articles published on the subject for theoretical support, which were: the studies by Guarniello (2009), Mantoan (2003) addressing the inclusion of students in regular schools, Gil (2008), Oliveira (2008), Rodrigues (2006) and Calado (2006) which deal with the methodology and its types, Ferreira (2021), Mendonça (2018) and Silva et al (2022) were used in the theoretical basis, Lacerda (2006), Santana (2010), Siluk et al (2014), addressed the use of Libras in education and didactic methods, in addition to these, Brazilian laws and guidelines such as Law No. 13,146/2015, among others, were also used. For data collection, the instrument applied was a semi-structured interview with the participants being a teacher, a coordinator and an interpreter from the aforementioned school, who work with a deaf student in a regular classroom. After data collection, the analysis and processing of the content for data production began. The results indicated a lack of teaching resources and the lack of qualifications of the professionals directly involved in the education of these students who are unable to trace their academic path with the other students. Another difficulty is that teachers working with this deaf student do not know Brazilian Sign Language (LIBRAS) and the specificities arising from this population. It is concluded that it is necessary for the educator to have goals and objectives, to know what he/she will pass on to his/her deaf students, not losing sight of how he/she should teach and to whom he/she should teach. He/she is aware that he/she must educate a concrete, real student, in a process integrated with the cultural and historical context in which he/she is situated in teaching and learning.