Ensino de Libras para estudantes ouvintes dos anos iniciais do ensino fundamental

Abstract

Considering the historical trajectory of people with disabilities in society and, particularly, of the Deaf community, this study discusses the teaching of Brazilian Sign Language (Libras) to hearing students in the early years of regular schooling, recognizing that these students interact daily with Deaf children in inclusive educational contexts. The main objective was to analyze the contributions of a Libras teaching proposal for hearing students from literacy classes participating in the Full-Time School Project at a municipal public school in Canoinhas, Santa Catarina, aiming to reduce communication barriers between Deaf and hearing individuals. To support the study, a theoretical review was conducted on the main literacy and communication methods adopted in the education of Deaf people in Brazil and worldwide, as well as on the emergence and consolidation of Libras in the school environment. The research adopted a qualitative approach, characterized as a field study with an intervention design. Data collection occurred in three stages: (1) a bibliographic review of theses, dissertations, and academic articles conducted in the databases of the Coordination for the Improvement of Higher Education Personnel (CAPES), Scientific Electronic Library Online (SciELO), and Google Scholar, with a time frame from 2021 onward and an emphasis on Libras teaching proposals aimed at hearing learners; (2) the development of a pedagogical proposal for teaching Libras through workshops; and (3) the implementation and evaluation of the proposal with hearing students in a full-time education contexto. Data analysis was conducted through categorical analysis, drawing on theoretical references such as Quadros (2007), Gesser (2009), Karnopp (2008), and Strobel (2008). The results indicated that the Libras workshops fostered the development of basic linguistic skills, increased students’ awareness of accessible communication, and promoted attitudes of respect and inclusion toward the Deaf community. It was also observed that learning extended beyond the school environment, with students showing interest in using Libras in real-life interactions. It is concluded that teaching Libras to hearing students is a relevant strategy for strengthening inclusive education and can contribute, in the long term, to expanding communicational accessibility within schools and society.