BRAZILIAN SIGN LANGUAGE (LIBRAS) AS AN INSTRUMENT FOR INCLUSION OF DEAF STUDENTS

Abstract

Inclusive education is one of the fundamental pillars for building a more just, pluralistic and democratic society. In this context, Brazilian Sign Language (LIBRAS) emerges as an essential instrument to ensure the effective participation of deaf students in the school environment. This book, entitled Brazilian Sign Language (LIBRAS) as an Instrument for the Inclusion of Deaf Students, proposes an in-depth and critical reflection on the importance of LIBRAS in the educational process, addressing everything from its fundamental concepts to inclusive practices aimed at the inclusion of deaf students in the education system. Organized into three chapters, the book offers a path of progressive and necessary understanding of the topic: The initial chapter, LIBRAS: What is it? aims to present LIBRAS in a clear and comprehensive manner. Here, its historical, linguistic and social aspects are discussed, demystifying the idea that LIBRAS is just a set of random gestures. It is demonstrated that it is a full language, with its own grammatical structure, syntax, morphology and semantics, officially recognized by Brazilian legislation, notably by Law No. 10.436/2002. The approach also considers the importance of respecting and valuing deaf culture, recognizing the deaf community as a social group with its own linguistic and cultural identity.

In the second chapter, the focus is on the process of acquiring LIBRAS, both in contexts of first language for deaf individuals and as a second language for hearing people. The phases of linguistic development of deaf children are addressed, highlighting the importance of early exposure to sign language for full cognitive and social development. The chapter also discusses the challenges faced by hearing families who do not speak LIBRAS, as well as the importance of bilingual teaching practices that respect sign language as the first language of deaf students. The acquisition of LIBRAS is presented not only as a means of communication, but as a fundamental factor in the formation of the identity and autonomy of deaf individuals.

The third chapter, “The school inclusion of deaf students”, concludes the work and deals with inclusive practices in the school environment. It discusses public policies for inclusion, the role of bilingual teachers, the need for ongoing training for all education professionals, and the importance of LIBRAS interpreters in the school context. It also presents the attitudinal, methodological, and architectural barriers that can hinder the full inclusion of deaf students, and proposes strategies to overcome them. This chapter highlights that inclusion goes beyond the mere physical presence of deaf students in the classroom: it involves promoting their active participation, building meaningful interpersonal relationships, and respecting the specificities of their learning.

This book therefore aims to contribute significantly to the debate and practice of inclusive education, defending LIBRAS as a central element in guaranteeing the right to education for deaf students. More than a theoretical manual, it is an invitation to reflect on the changes needed for schools to truly become spaces of inclusion, respect, and the promotion of diversity.