INCLUSÃO DOS ALUNOS SURDOS NO PRIMEIRO ANO DO ENSINO FUNDAMENTAL I E APRENDIZAGEM DA LÍNGUA PORTUGUESA

Abstract

The present article approaches the theme of the inclusion of deaf students in elementary education and the learning of the Portuguese language. The theme presented for this article is important for study and research because it demonstrates the difficulties of deaf students when they are inserted in school institutions for the process of learning the Portuguese language. The objective of the study is to address the difficulties presented by deaf students at the beginning of elementary school, in a literacy class for hearing students, demonstrating how social interactions occur between deaf and hearing students and between teachers and deaf students, and also to verify how it occurs. teaching in schools for deaf students. It is a bibliographic research, with a qualitative approach, exploratory and basic in nature. The main theoretical references are: Vygotsky (1996), Lima (2015), Souza (2017), Isaac (2020) and Lima and Lopes (2022). For the analyses, we used Google Scholar and Scielo to select scientific articles, from 2020 to 2021, taking into account the theme, objectives and research questions, as well as the keywords: literacy of the deaf, mother tongue , Libras, bilingualism and teacher training. As a result, we found that teacher training should be the first step towards the inclusion of deaf students in the school context; the function of interpreters, if they do not have a qualified professional, is essential for monitoring the school's processes; the recognition of the needs of deaf students in the literacy process must guarantee their insertion in social life.