As possibilidades e os desafios da oferta de libras na pré-escola em uma escola de educação infantil no norte gaúcho

Abstract

This research sought to understand what teachers, School Management Team and Municipal Education Secretary know about Libras and mainly to investigate the reasons, challenges and possibilities of offering it in Kindergarten. For this a qualitative approach of bibliographic to present was carried out: when describing about Libras in Brazil, the legal aspects of Inclusive Education, the culture and the deaf identity and kindergarten kids; and a case study: contextualizing the school through the Pedagogical Political Project and the analysis of the data collected through the questionnaires answered by the aforementioned participants. For the theoretical reference were used documents such as: Law nº 10.436/02; Decree No. 5,626/05; National Curriculum Guidelines for Basic Education (2013); Common Curriculum National Base (2017); Federal Constitution (1988); National Politics on Special Education from the perspective of Inclusive Education (2008); and authors such as Becchi (2012); Kohan (2010); Fávero (2007); Rocha (2018); Silveira (2005); Prodanov (2013); Yin (2001); Moraes; Galiazzi (2007); Saviani (2009); Gatti (2010); Nobile (2013); Fonseca; Araújo (2021); among others, which were of paramount importance for us to understand what the research participants reported in the questionnaires. Finally, it was found that the non-offer of Libras at school presented three apparent reasons and challenges that are: not having a deaf child in the institution; the non-possibility of this teaching in the other stages of basic education; and the lack of trained professionals in Libras. As for the possibility, answers were listed such as including deaf children, in addition to presenting a new form of communication for the community, but that for this it is necessary to have children who need Libras at school.