A REVIEW OF THE LITERATURE FOR THE INCLUSION OF THE DEAF: TEACHING LIBRAS AND SCHOOL INCLUSION FROM THE LOOK OF ACADEMIC PRODUCTION

Abstract

The present work aims to analyze the inclusion of the Brazilian Sign Language (Libras) in basic education as well as its challenges; identify the main difficulties faced by teachers when teaching Libras; and verify what was produced about Libras in school inclusion between the years 2018 and 2023. To this end, it is methodologically based on the “bibliographic research” procedure, presented by Lakatos and Marconi (2003). The research was carried out in the “CAPES Periodic” database, using the keywords “pounds” AND “school inclusion”, in quotation marks to obtain the exact result, with a time frame of articles produced in the last 5 years, to map the state of art. And it is theoretically based on the “characterization of Libras” made by Gesser (2009), on the “historical aspects of deaf education in Brazil”, structured by Ribeiro (2019), and on the reflections of Lima (2018) on the “difficulties faced by teachers and students when teaching Libras”. What the research demonstrates is that of the 28 articles found, 5 major themes stand out, namely: Teaching Libras; School inclusion; Libras interpreter; Public policy; and Teachers. However, we concluded that there is a lack of recent studies on public policies dedicated to school inclusion, as, of the 28 articles verified, only 3 deal with this topic, one being based on the reality of the state of Amazonas, another from the state of Paraná, and the last, directed to the state of Piauí.