Alfabetização de crianças surdas: desafios e possibilidades

Abstract

This study addresses the literacy of deaf children and aims to analyze the challenges and possibilities involved in their literacy process, with an emphasis on the bilingual perspective, which considers Brazilian Sign Language (Libras) as the first language and Portuguese as the second. Through a qualitative bibliographic research, scientific publications available on the CAPES Journal Portal were selected and analyzed, covering the period from 2002 to 2024. The analysis revealed that, although Brazilian legislation recognizes Libras as a legally established means of communication, significant barriers persist within the educational field. Among the main obstacles are the lack of adequate teacher training, the scarcity of adapted teaching materials, the absence of consistent public policies, and limited accessibility within school environments. The study also found that many education professionals are not sufficiently prepared to address the specific needs of deaf education, which hinders the implementation of inclusive pedagogical practices. The research underscores the importance of valuing Libras, providing ongoing teacher education, and adopting pedagogical strategies that respect the linguistic and cultural identity of deaf students. It is concluded that promoting quality literacy for deaf children requires investment in inclusive educational policies, accessible resources, and practices committed to equity and the linguistic rights of the deaf community.