Abstract
Currently, 9.7 million people in Brazil have some hearing impairment, who use a sign-visual language to communicate, the Brazilian Sign Language (LIBRAS). The discussion about education in an inclusive perspective of the deaf and Brazilian Sign Language has been expanded in recent years by education professionals, as well as by the deaf community itself. In this context, the present study sought to analyze the impact of the Brazilian Sign Language on the development of the deaf in the city of Acopiara-CE, located in the semiarid region of northeastern Brazil, through a case study structured in a descriptive and exploratory research. Data collection was carried out in three stages: visiting the deaf and his family, to explain the study, applying an identification questionnaire and applying a fundamental level I test. Thus, it was possible to analyze the reality of two deaf subjects , residents of the same city, approximate age range, who had their school journey diverging from each other, in which the mastery of the Brazilian Sign Language allowed a greater evolution in the inclusive process of one of the individuals. In conclusion, it was observed that inclusive education is still a subject of discussion, but proficiency in LIBRAS is fundamental to the inclusive process of the deaf.
Highlights
In Brazil, there are approximately 10 million deaf people, but 2.7 million still do not know the Portuguese language, an expressive number that arouses care and attention[1]
The Brazilian Sign Language was recognized in Brazil, as a legal means of communication and expression, in 2002
With the approval of Law 10.436 [2], opening the way for bilingual education and the acceptance of the existence of a deaf culture, adopting LIBRAS (Figure 1) as the official language of the deaf community. This law was regulated by Decree No 5,626 of December 22, 2005[3], which in its art. 3, § 1 and 2, chapter II, guides on the inclusion of LIBRAS as a mandatory subject in all undergraduate courses, in the various areas of knowledge, and optional in other courses in higher and professional education[4]
Summary
In Brazil, there are approximately 10 million deaf people, but 2.7 million still do not know the Portuguese language, an expressive number that arouses care and attention[1]. Regardless of physical, intellectual, gender, ethnic and cultural diversity, this movement aspires to a teaching concept that provides a transformation of human coexistence, based on valuing differences and equal opportunities for all humans[5][6]. This was evidenced through several events that marked the advance in formal education for people who have some type of disability, in particular the World Conference on Education for All that happened in the year 1990 in Thailand, in order to create mechanisms that could contemplate the all without distinction. It is necessary to take measures to guarantee equal access to education for people with any type of disability, as an integral part of the education system ”[4]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
