Educação bilíngue para surdos: desafios e perspectivas no contexto pedagógico

Abstract

This article aims to demonstrate the pedagogical implications of bilingual education for deaf students in Brazil, highlighting the Brazilian Sign Language (Libras) as the first language and the teaching of written Portuguese as the second language. The studied problem lies in the challenges encountered in the implementation of bilingual practices in some schools that include deaf students, directly impacting their linguistic and academic development. To support the discussion, the studies of Quadros and Karnopp (2004) were used, analyzing the linguistic structure of Libras and its importance in the development of deaf individuals; Skliar (1997), emphasizing the cultural identity of the deaf and the challenges of educational inclusion; and Lodi and Lacerda (2019), addressing the difficulties in teacher training and teaching Portuguese as a second language. Additionally, Strobel (2009) contributes to understanding deaf culture and the appreciation of Libras as an essential element in the construction of students' identity. The research aimed to analyze the
effectiveness of bilingual education for deaf students in Brazil, identify the main challenges faced, and propose strategies for its improvement. The adopted methodology was based on a bibliographic review and documentary analysis of legislations such as Decree 5.626/2005 and the Base Nacional Comum Curricular (BNCC), which regulate bilingual education. The results indicated that valuing deaf cultural identity and training qualified teachers are fundamental to significant advancements in this field. Furthermore, the lack of adapted teaching materials, the shortage of trained teachers, and structural limitations were identified as factors compromising the effectiveness of the bilingual model. Therefore, it was concluded that it is essential to invest in public policies that strengthen bilingual education for deaf students, promoting a truly inclusive and equitable education.