TEACHING BRAZILIAN SIGN LANGUAGE (LIBRAS) FOR HEARING CHILDREN

A BILINGUAL AND INCLUSIVE PROPOSAL

Authors

DOI:

https://doi.org/10.22456/2238-8915.134822

Abstract

The objective of this article is to share some experiences related to teaching, research and extension activities articulated to an inclusive proposal for teaching Libras to hearing children aged 2 to 5 years old in an Early Childhood Education Institution located in a Federal University. To this end, we bring data for 6 years of teaching, research and extension, which comprises practices and processes of learning and learning in a pre, during and post-pandemic period. Supported by a theoretical framework that understands language as a constitutive activity in relationships of otherness and, therefore, in the importance of intentional mediators, we aim to teach Sign Language as a mediating activity in the development of different languages of young children, having true Education as a major objective. Inclusive. After analyzing the data, the project is considered to be a positive mediator to favor the development of children's languages, it is also necessary to consider the reports of families at the end of the school years who say that some children have appropriated Libras using it in their day to day to name objects and who also noticed their motor and/or oral development, which corroborates for this work to be considered a bilingual and inclusive methodological proposal.

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Author Biographies

Diany, Universidade Federal de São Carlos

Graduated in Mathematics (2019) and Pedagogy (2020). She has experience in the area of Mathematics, with an emphasis on Mathematics Education: working mainly on the following topics: Mathematics Education, Libras, hearing impairment, playful and deaf material and, in the area of Early Childhood Education, teaching Libras for listeners. Junior collaborating researcher at the Institute of Advanced Studies at USP - Pólo São Carlos since 2018 with work and research in the area of Science Teaching with active methodologies and Digital Information and Communication Technologies (TDIC). Volunteer teacher in the teaching project "Accessibility in Libras for the technical course in computer technology for the internet" at the Federal Institute of São Paulo at the São Carlos Pole. Master (2023) and doctoral student at the Postgraduate Program in Linguistics at the Federal University of São Carlos (UFSCar) in the field of Language Teaching and Learning.

Poliana, Universidade Federal de São Carlos

Doctor and Master in Education - PPGE - from the Federal University of São Carlos, area of concentration in Teaching Methodology in the line of Teaching and Learning Processes. She also holds a degree in Pedagogy from that institution-UFSCar. She held a Post-Doctorate at the Department of Education under the guidance of Prof. Dr. Amarilio Ferreira Jr. She did a Post-Doctorate at the Department of Linguistics where she was a volunteer professor. She coordinates the Research and Studies Group: Literacy Practices and Mother Language Teaching and Learning (CNPQ Directory). She worked with the project during the post-doctoral internship "Translation and New Literacies-National Pact for Literacy at the Right Age" with emphasis on the use of Information and Communication Technologies (ICTs) in education for digital literacy?-UFSCar. She is a professor at the Graduate Program in Linguistics at UFSCar-PPGL and at the Child Care Unit at UFSCar, in the EBTT regime of exclusive dedication. She has experience in the area of Education, with an emphasis on mother tongue teaching-learning processes. His studies are currently focused on teacher training and teaching and learning processes, considering the necessary partnership between teachers and families in favor of training children as historical subjects who are inserted in the world. She works on the following topics: teaching-learning processes, teacher training in face-to-face and distance learning, literacy, literacy, training of rural extension workers and dialogic practices; school-family partnership; pounds; different languages of children, documentation and pedagogical record.

Capa do volume, com informações: volume 38, número 76, tema "Aquisição da linguagem em diferentes contextos: desafios, diferenças e intersecções"

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Published

2023-12-20

How to Cite

LEE, Diany; ZUIN, Poliana Bruno. TEACHING BRAZILIAN SIGN LANGUAGE (LIBRAS) FOR HEARING CHILDREN: A BILINGUAL AND INCLUSIVE PROPOSAL. Organon, Porto Alegre, v. 38, n. 76, 2023. DOI: 10.22456/2238-8915.134822. Disponível em: https://seer.ufrgs.br/index.php/organon/article/view/134822. Acesso em: 15 sep. 2026.

Issue

Vol. 38 No. 76 (2023): Aquisição da linguagem em diferentes contextos: desafios, diferenças e intersecções

Section

Artigos

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