THE TEACHING OF LIBRAS IN THE SEA AND ITS IMPLICATIONS IN THE LEARNING OF SCHOOL CONTENTS: A CASE STUDY IN A PUBLIC SCHOOL

Abstract

This work aims to evaluate how the teaching of Libras contributes to the learning process of school contents by deaf students, enrolled in regular school classes. Theoretically, we are based on the Theory of Subjectivity, developed by González Rey (1997), and other authors who discuss education for deaf students. Methodologically, we adopted the principles of Qualitative Epistemology, articulated with the case study, together with two professionals who work with deaf students, in a state school in the city of Assú-RN/Brazil. The information was constructed through the writing technique and the complement of sentences. The results show that the teaching of Libras, developed in the context of Specialized Educational Service, goes beyond the mere technical learning of the language, configuring itself as an essential element to the appropriation of the curricular contents worked in the common classroom. It concludes by emphasizing the importance of an articulated pedagogical action between specialized teachers and teachers of the curricular components, as a way to guarantee the right to learning of deaf students.