Educação Inclusiva: um estudo sobre o ensino da Língua Brasileira de Sinais na formação dos alunos na Educação Infantil

Abstract

This study addresses Inclusive Education, focusing on the teaching of Brazilian Sign Language (LIBRAS) in Early Childhood Education, analyzing its application at the Plim- Plim Early Childhood Education Unit, located in Bacabal – MA, specifically with the Kindergarten 1 students in the afternoon shift. The study aims to understand the importance of teaching LIBRAS from the early school years and how this teaching in Early Childhood Education contributes to the inclusion of both deaf and hearing students, as well as to the social and cultural development within the school environment. The relevance of the study lies in highlighting how the inclusion of LIBRAS in the school curriculum can ensure the right to communication and learning for deaf children, while also raising awareness among hearing students about linguistic and cultural diversity. By promoting bilingual education, LIBRAS teaching strengthens social interaction, empathy, and respect among children. The research was conducted using an exploratory and descriptive approach, involving classroom observations, interviews with educators, and analysis of interactions between deaf and hearing students. Pedagogical practices using playful activities, such as music and videos, were observed to facilitate the teaching of LIBRAS, making it easier for the children to learn. Based on the data collected, it was observed that despite some limitations, teaching this language in Early Childhood Education significantly contributes to inclusion, benefiting the cognitive, social, and emotional development of the children. The conclusion emphasizes the importance of systematically integrating LIBRAS into schools to ensure full inclusion and equity of opportunities for all students, both deaf and hearing, in building a more inclusive educational environment.