Banca de DEFESA: SARA DOS SANTOS RODRIGUES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : SARA DOS SANTOS RODRIGUES
DATE: 27/08/2025
TIME: 14:00
LOCAL: Link Ingressar na reunião Zoom https://us02web.zoom.us/j/84546084876?pwd=Mmaol7RcpytgZyUs0b9vtPMIgfC
TITLE:

LIBRAS FOR HEARERS AS A PREMISE FOR INCLUSION OF DEAF PEOPLE

KEY WORDS:

Language and thought; Deafness; Libras as L2 for hearing students; Inclusive Education

PAGES: 157
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Especial
SUMMARY:

This dissertation analyzes the inclusion of deaf students in basic education through the implementation and evaluation of a Brazilian Sign Language (Libras) teaching program for hearing students, based on Vygotsky’s historical-cultural perspective. Our hypothesis is that the systematic teaching of Libras as a second language for hearing students will enhance opportunities for interaction and participation in teaching and learning relationships between deaf and hearing individuals, and consequently, foster inclusion—understood in this study as a human right, as guaranteed by the Brazilian Constitution—by ensuring communicational accessibility and contributing to the full development of all students. The research is grounded in the principles of inclusive education, bilingualism, and linguistic rights, as established in Brazilian legislation, with emphasis on the Brazilian Law on the Inclusion of Persons with Disabilities (LBI) and Decree No. 5.626/2005. Based on this hypothesis, this study proposes to rethink the schooling of deaf students from a new perspective: the teaching of Libras to hearing students. Accordingly, the specific objectives are: (1) to evaluate the process of appropriation and use of Libras by hearing students in basic education; and (2) to analyze the program and its benefits for both deaf and hearing students. This is a qualitative, applied, and intervention-oriented research, conducted in a municipal public school in Niterói, with approximately 150 hearing students in the early years of elementary school and 37 deaf students enrolled in the same institution. The methodological procedures involved participant observation, field diary records, audio and video recordings, and document analysis. Data analysis was carried out using the “core meanings” methodology, which allowed the identification of the meanings produced by the participants during their engagement in the program. The study was organized in three stages: (I) mapping the school context; (II) implementation of the Libras teaching program; and (III) data analysis. The results reveal that the inclusion of deaf students goes beyond the presence of bilingual professionals and requires the sharing of a common language among all members of the school community. By learning Libras, hearing students demonstrated greater engagement, empathy, and openness to interactions with their deaf peers, promoting coexistence, affective bonds, and mutual learning. The analysis highlights that teaching Libras to hearing students contributes to building a school culture that is more accessible and sensitive to difference, fostering the breakdown of communicational barriers. It is concluded that integrating Libras as part of the basic education curriculum not only supports the learning of deaf students but also promotes more inclusive citizenship, attentive to linguistic and cultural diversity, and strengthens the consolidation of a truly inclusive school.

COMMITTEE MEMBERS:
Presidente - 1639282 - MARCIA DENISE PLETSCH
Interna - 1742750 - JOYCE ALVES DA SILVA
Externo à Instituição - Rosana Maria do Prado Luz Meireles - INES
Externa à Instituição - Osilene Maria de Sá e Silva da Cruz
Externa à Instituição - Marília Uchoa Cavalcanti Lott de Moraes Costa - UFRJ