A Libras e o aprendizado do português na modalidade escrita: desafios e estratégias para o ensino de surdos na escola regular

Abstract

Currently, there is constant discussion about inclusive practices in the social sphere in general, especially regarding the school context. Existing legislation legally supports people with special needs to provide equal rights compared to other individuals. This study aimed to: i) discuss the challenges and strategies involved in the learning of the Portuguese language by deaf individuals in the context of regular schools and ii) propose pedagogical strategies that integrate Libras (Brazilian Sign Language) and written Portuguese, with the goal of promoting linguistic development and educational inclusion of the deaf.The methodology adopted in this study is bibliographic in nature and has found that, although legislation provides a foundation for inclusive practices, much remains to be done to completely eradicate prejudice and generally include deaf people regardless of the context in which they are situated. The study emphasized existing literature, with key theoretical contributions from Bogas (2006), Carvalho (2007), Lima (2020), and Minetto (2008), among others, who were instrumental throughout the research. The topic requires continuous discussion, as professionals need to be qualified and prepared to meet the needs of deaf individuals. Only then can inclusion in educational and social contexts occur without any distinction or segregation.