Caminhos para a inclusão de pessoas surdas através do ensino da Libras em escolas públicas

Abstract

This article explores the critical role of teaching Brazilian Sign Language (Libras) to deaf students in public schools, focusing on the pedagogical practices employed by Libras teachers. According to the Brazilian Federal Constitution (BRASIL, 1988), educational equality for people with disabilities is a constitutional right, requiring their integration into regular educational environments whenever possible. The article emphasizes the fundamental role of Libras teachers in the educational development of deaf students, highlighting how appropriate methodologies can significantly improve language skills and general educational growth. A bibliographical review was carried out to examine scientific studies and pedagogical practices related to teaching Libras in regular and AEE classrooms. The research identifies various methods and challenges faced by teachers, as well as the advances made in this area. It highlights the importance of guaranteeing the educational rights of deaf students and the need for teachers to be proficient in Libras and adopt effective teaching strategies. The study aims to discuss the teaching process in Libras with trained hearing teachers and the inclusion of deaf students in public schools as reported in academic literature. Furthermore, a review of the relevant legislation was carried out to understand how bilingual education policies are implemented in public schools. This study reveals the ongoing need for better practices and policies to improve the inclusion of deaf students, with a special focus on the training and specialization of educators.