LIBRAS FOR DEAF AND HEARING STUDENTS

Abstract

The deaf were considered incapable of learning because they were disabled, from the 16th century onwards this view changed, with transformations occurring in Europe that concerned this group. Ernest Huet or Eduard Huert, fought for the education of the deaf, in turn, was affected by an illness at the age of 12, had the best education at the time, learning French Sign Language in a private school. The Imperial National Institute of Deaf-Mutes was founded. In 1957, the Institute of Education for the Deaf-INES was in operation until the present day. In the past, the deaf were insisted on oralization, they did not interact with listeners, they noticed with intense orofacial teaching, lip movements and facial muscles. The Federal Constitution of 1988 deals with specialized educational services, preferably in regular education. Law nº9. 394/96, Guidelines and Bases of Brazilian Education, specialized or duly trained teachers to work in the classroom. The teaching of Libras must have an established language, with planning, formation of signs, exploration of space. Apart from the curriculum. Sanctioned LIBRAS as communication and expression of the country. Promotes access to communication and information for the deaf. Linguistic autonomy and listeners the possibility of learning a new language. Family responsible for the character under construction of the student. The deaf child has the right to have an interpreter translate and interpret Libras. Barriers for deaf students are numerous. Education is universal including diversities. Establishes accessibility in communication and signaling systems. Acquisition of signals by listeners. Bilingual teaching has been gaining ground over the years. Schools come up with the proposal to make two languages ​​accessible to children in the school context. Valuing bilingual schools.