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Libras, identidade e educação: desafios e avanços na comunidade surda
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A Língua Brasileira de Sinais (Libras) constitui elemento fundamental para o desenvolvimento linguístico, cultural, identitário e educacional da comunidade surda brasileira. Este artigo teve como objetivo analisar as relações entre Libras, identidade e educação, discutindo os principais desafios e avanços observados na trajetória histórica da comunidade surda sob a perspectiva da educação bilíngue. A pesquisa foi desenvolvida por meio de revisão bibliográfica fundamentada em estudos da área da Educação de Surdos, Estudos Surdos, Linguística e Políticas Linguísticas. Inicialmente, foram discutidos os aspectos relacionados à Libras como língua natural da comunidade surda e sua importância para a constituição da cultura e da identidade surda. Em seguida, abordaram-se os desafios e avanços da educação de surdos na perspectiva bilíngue, considerando a Libras como primeira língua e a Língua Portuguesa escrita como segunda língua. Também foram analisadas as contribuições das políticas linguísticas para a garantia dos direitos educacionais e linguísticos da população surda, destacando marcos legais como a Lei nº 10.436/2002, o Decreto nº 5.626/2005 e a Lei nº 14.191/2021. Os resultados evidenciam que o fortalecimento da Libras, a valorização da cultura surda e a ampliação da participação dos sujeitos surdos nos espaços acadêmicos e sociais têm contribuído significativamente para a promoção da inclusão e da cidadania. Contudo, persistem desafios relacionados à formação docente, à acessibilidade linguística e à efetivação das políticas educacionais. Conclui-se que a consolidação de uma educação bilíngue de qualidade depende do fortalecimento das políticas linguísticas, do reconhecimento da diversidade cultural e da ampliação do protagonismo da comunidade surda nos processos educacionais e sociais.
Brazilian Sign Language (Libras) plays a fundamental role in the linguistic, cultural, identity-related, and educational development of the Brazilian deaf community. This article aimed to analyze the relationships between Libras, identity, and education, discussing the main challenges and advances observed in the historical trajectory of the deaf community from the perspective of bilingual education. The study was developed through a bibliographic review based on research in Deaf Education, Deaf Studies, Linguistics, and Language Policy. Initially, the discussion focused on Libras as the natural language of the deaf community and its importance in the construction of deaf culture and identity. Subsequently, the challenges and advances of deaf education in a bilingual perspective were examined, considering Libras as the first language and written Portuguese as the second language. The study also analyzed the contributions of language policies to ensuring the educational and linguistic rights of deaf people, highlighting legal milestones such as Law No. 10.436/2002, Decree No. 5.626/2005, and Law No. 14.191/2021. The findings indicate that the strengthening of Libras, the appreciation of deaf culture, and the increasing participation of deaf individuals in academic and social spaces have significantly contributed to the promotion of inclusion and citizenship. However, challenges remain regarding teacher education, linguistic accessibility, and the effective implementation of educational policies. It is concluded that the consolidation of quality bilingual education depends on strengthening language policies, recognizing cultural diversity, and expanding the protagonism of the deaf community in educational and social processes.
Brazilian Sign Language (Libras) plays a fundamental role in the linguistic, cultural, identity-related, and educational development of the Brazilian deaf community. This article aimed to analyze the relationships between Libras, identity, and education, discussing the main challenges and advances observed in the historical trajectory of the deaf community from the perspective of bilingual education. The study was developed through a bibliographic review based on research in Deaf Education, Deaf Studies, Linguistics, and Language Policy. Initially, the discussion focused on Libras as the natural language of the deaf community and its importance in the construction of deaf culture and identity. Subsequently, the challenges and advances of deaf education in a bilingual perspective were examined, considering Libras as the first language and written Portuguese as the second language. The study also analyzed the contributions of language policies to ensuring the educational and linguistic rights of deaf people, highlighting legal milestones such as Law No. 10.436/2002, Decree No. 5.626/2005, and Law No. 14.191/2021. The findings indicate that the strengthening of Libras, the appreciation of deaf culture, and the increasing participation of deaf individuals in academic and social spaces have significantly contributed to the promotion of inclusion and citizenship. However, challenges remain regarding teacher education, linguistic accessibility, and the effective implementation of educational policies. It is concluded that the consolidation of quality bilingual education depends on strengthening language policies, recognizing cultural diversity, and expanding the protagonism of the deaf community in educational and social processes.
Descrição
Palavras-chave
Libras Identidade surda Educação bilíngue Cultura surda Políticas linguísticas Deaf identity Bilingual education Deaf culture Language policies