LIBRAS: A VEHICLE FOR INTERACTION AND EDUCATION

Abstract

LIBRAS (Brazilian Sign Language) serves as an essential bridge for achieving social inclusion and fostering the cognitive development of Deaf individuals, while also creating an environment for interactive communication through peer-based educational experiences. This article highlights the importance of LIBRAS in the school setting, aiming to demonstrate how the language enhances knowledge construction and fosters interactive bonds between peers (deaf and hearing). The study is grounded in the theoretical-methodological framework of Vygotsky (2007)’s historical-cultural approach—linking language function and social interaction to human development—and employs qualitative bibliographic research to gather scientific insights into deaf education and bilingual communication. The findings indicate that incorporating LIBRAS into pedagogical routines not only ensures full access to curriculum content but also promotes the valuing of Deaf identity and culture within the country. Brazilian Sign Language (LIBRAS) is a complete linguistic system with its own grammatical structure, legally recognized in Brazil under Law No. 10.436. This article discusses LIBRAS as a means of social interaction and a fundamental tool for inclusive education, highlighting its role in shaping Deaf identity, fostering cognitive development, and promoting communicative accessibility. The research draws on theoretical frameworks from bilingual education and Deaf studies, emphasizing the importance of valuing LIBRAS in educational environments.