THE USE OF BRAZILIAN SIGN LANGUAGE (LIBRAS) IN INCLUSIVE SCHOOLS IN SANTARÉM, PARÁ: Educational Experiences and Practices

Abstract

This article discusses the current scenario of deaf education in inclusive basic education schools located in the urban area of Santarém, Pará, with a focus on the use of the Brazilian Sign Language (Libras) and written Portuguese. The study is based on the analysis of reports from six deaf participants, all former basic education students, aged between 29 and 35 years, and all users of Libras. The interviews, conducted in sign language and recorded on video, sought to understand how these students experienced their academic trajectory and whether, in fact, the methodologies used in the teaching and learning process incorporated Libras as the language of instruction in an inclusive bilingual context. The results showed that Libras was not effectively used in the school routine of these students, which resulted in unequal access to knowledge, communication difficulties, and feelings of exclusion. It was found that school inclusion occurred formally, but did not ensure the linguistic accessibility necessary for the full academic and social development of the participants. Thus, the study reinforces the urgency of pedagogical practices and public policies that guarantee the provision of bilingual education for the deaf, with Libras as the first language and written Portuguese as the second language.