CHALLENGES IN THE PROCESS OF LITERACY OF DEAF STUDENTES

Abstract

The Brazilian legislation, from Decree No. 5.626 / 2005, established the right of deaf students to bilingual education, in which Sign Language is the first language and Portuguese Language the second, in written mode. Given this prerogative, one warns of the need for teacher training to work with this new reality, because it is not feasible to expect that only through the discipline of Libras, which is now included in the curriculum of teacher training courses, determination of the aforementioned decree, is sufficient for this. This is because the linguistic singularities of this students are distinct from the listeners, since the literacy process of these students is not phonocentric logic, but occurs from the visuality, that is, by the apprehension of its graphic representation, through processes of perception and memory. Given the above, literacy for the deaf student needs to be seen as a second language, in order to permanently establish comparative studies between Libras and the Portuguese Language, in order to develop metalinguistic awareness, which points to the complexity of the training challenges. teacher to work with them, especially in situations of inclusion.