Um Ensaio sobre o Ensino de Libras para Surdos em seus Aspectos Socioeducacionais e Políticos

Abstract

Deaf Education in Brazil, since December 2005, has been guided by the premise of a bilingual education (BRASIL, 2005), in an inclusive perspective, in which through specialized educational service (SES) and/or specialized education in bilingual classes or schools, deaf students must have Brazilian Sign Language (Libras) as their first language (L1) and Portuguese in written form as a second language (BRASIL, 2005, 2011). Since then, the struggle of the Brazilian deaf community for bilingual education to be effective in the teaching and learning processes of this public has been growing so that, through Law No. became a type of school education defined in Law No. 9,394, of December 22, 1996 – Law of Directives and Bases of National Education (LDBEN). It is in this current context that the present research aims to reflect on the teaching of Libras for deaf students from the socio-educational and political aspects, through a bibliographic research with a qualitative approach, which is justified in the legislation itself (BRASIL, 2005, Art. 10.), since understanding how this teaching has been perceived can directly contribute to the improvement of this practice, and in the training of Libras teachers. The essay goes through historical, political, linguistic, and social aspects of the education of the deaf, walking through the understandings about the teaching of Libras for the deaf as L1. Finally, the results point to an evolutionary process of understanding about the teaching and learning processes, especially through the strength of public policies, resulting from socio-educational movements in favor of the education of the deaf and Libras.