O ensino de libras como repertório inclusivo e socioeducacional para a comunidade da Escola Cidadã Integral de Audiocomunicação Demóstenes Cunha Lima, Campina Grande-PB

Abstract

Libras (Brazilian Sign Language) enables communication between deaf-deaf and deaf-hearing individuals, as well as the effective social inclusion of people with hearing loss. The aim of this dissertation is to facilitate the interaction between deaf students and their parents/tutors and with the hearing professionals of the support team at ECIAC – Escola Cidadã Integral de Audiocomunicação Demóstenes Cunha Lima, Campina Grande – PB, as well as to propose the creation of a teaching material for Libras to assist in the linguistic development and social inclusion of this school community. Although there are laws and decrees that recognize and regulate the use of Libras, the proportion of the population that is proficient in this language remains low. In the familial context of the deaf, the situation is not different. Hence the importance of teaching Libras to everyone in the school context, since, in addition to being recognized as a means of communication and expression of the deaf community in Brazil, it is part of an inclusive society. Thus, this research contributes with reflections on diversity/inclusion in school and family contexts through knowledge of Libras, promoting this necessary knowledge. This is a qualitative, descriptive, and exploratory research, through bibliographic surveys and the application of questionnaires for deaf students, their parents/guardians, and the hearing school community. For the analysis of qualitative data, the technique of Thematic Content Analysis inspired by Bardin (2009) was chosen. Considering the theme of Special Education in the Perspective of Inclusive Education as the organizing axis of our intervention proposal, we base our theoretical framework on authors such as Braga (2006), Gesser (2006, 2010), Góes (1996), Perlin (1998), and others. Among the results obtained, it stands out that the School of Audiocommunication is a bilingual school, but it is still not a bilingual environment. In other words, the teaching of Libras (Brazilian Sign Language) is designed for deaf students, when bilingualism should also be essential for all hearing students who are part of that context, given that the school needs to adapt to the needs of the deaf students.