Práticas pedagógicas de alfabetização e letramento de crianças surdas na língua portuguesa escrita utilizando a Libras

Abstract

The general objective of this work is to investigate how the literacy and literacy process of deaf children works so that they can acquire a linguistic base at an early age so that there is no damage to their education and learning of the written Portuguese language. To this end, it was first necessary to carry out a brief bibliographical survey about language, as well as its acquisition, in order to analyze where in language literacy enters and where literacy enters and its relevance in the education of the deaf. Another important aspect addressed is the role of the school as a space for social interaction, and as such, the role of literacy and literacy for deaf children, so that they, as well as hearing children, can be able to communicate with each other. Furthermore, a subject that could not be left aside, as it is the main guide on this path; it is the teacher, how his training should be so that every need of each student in his learning can be met, so that he feels welcomed and perceives his own progress both in learning and in society. Since the training of a teacher is analyzed through some basic guidelines, this work seeks, through a literature review, to point to the educational and social impact that the teaching of Libras can have on teacher training. The methodology used for the research was the analysis of videos from the channel “O Diário de Fiorella”, in order to understand how Fiorella acquired the written Portuguese language. Finally, the relevance of the mandatory subject of Libras in Teaching Degrees was highlighted, as well as examples of pedagogical practices for this group, which, like all others, needs to be seen, remembered and attended to according to their individual needs.