THE ROLE OF DEAF LITERATURE IN THE EDUCATIONAL CONTEXT IN THE IDENTITY FORMATION OF THE DEAF SUBJECT

Abstract

This study aimed to analyze Deaf Literature as a teaching resource for the development of deaf students, as well as for the construction of social values and identity, based on academic literature. To this end, the study drew on authors from the field of Deaf Education and a broader understanding of Deaf Literature. Methodologically, the research is a literature review with a qualitative and descriptive approach, using the State of the Art as a framework for immersion in the research. Databases such as BDTD, institutional repositories, and Google Scholar were used. The data generated were scrutinized through descriptive analysis. The results revealed that, when Deaf Literature is included as a teaching resource, it directly contributes to the development of the identity, culture, and language of deaf students, while also promoting inclusion and respect for differences within the school community. In this field, a more accessible, welcoming, and meaningful education must also be achieved, allowing deaf students to recognize themselves as protagonists of their own stories. Therefore, valuing this form of expression recognizes the cultural and linguistic diversity that makes up our country, ensuring a space for the deaf community to see itself, hear itself, and be respected in its entirety.