Entre a língua portuguesa e a Libras : linguagem, gênero e práticas pedagógicas no ensino de história

Abstract

This text analyzes the relationships between language, gender, and power in the context of History teaching for deaf students, with an emphasis on Brazilian Sign Language (Libras) as a language for the production of historical knowledge. It is based on the assumption that language is not neutral, but rather a structuring element of social relations, permeated by symbolic disputes that produce norms, exclusions, and hierarchies. Grounded in a theoretical framework that includes authors such as Michel Foucault, Judith Butler, Paulo Freire, and scholars in deaf education, the research discusses how the Portuguese language, by imposing grammatical gender markings and privileging orality and writing, may contribute to processes of invisibilization, particularly concerning deaf individuals and dissident gender identities. In contrast, Libras is analyzed as a visual-spatial language with a distinct linguistic organization, characterized by the absence of mandatory grammatical gender inflection, which broadens possibilities of meaning-making and challenges hegemonic norms present in oral languages. The study also incorporates an intersectional perspective to understand how gender, deafness, and other social dimensions intersect in the production of specific experiences of exclusion within educational settings. In the field of History teaching, it is argued that merely translating content into Libras is insufficient, and that recognizing sign language as a legitimate medium for mediating and constructing historical knowledge is essential. As a practical outcome of the theoretical discussion, a didactic proposal for secondary education is presented, focusing on the analysis of historical images and the production of narratives in Libras as pedagogical and assessment strategies. The proposed activity prioritizes visuality and sign language, promotes deaf students’ protagonism, and challenges assessment models centered on written Portuguese. Thus, the study contributes to discussions on inclusive pedagogical practices by demonstrating that History teaching, when articulated with Libras and a critical understanding of language, can expand access to historical knowledge and foster the recognition of linguistic and identity diversity in schools.