Jogos bilíngues na educação infantil em classes inclusivas com surdos.

Abstract

The discussion about inclusive education has gained space in the school environment, ensuring that students with disabilities attend to their particularities for learning. Among these students, we highlight, in this work, the deaf student who communicates through the Brazilian Sign Language and, therefore, needs differentiated resources for access to the content worked in class. Thus, this research aims to investigate the contribution of games to the learning and use of the Brazilian Sign Language and written Portuguese in the interaction of deaf and hearing students enrolled in inclusive regular classes, to promote socialization and knowledge acquisition by these students. For this reason, the work constitutes an exploratory research, based on the bibliographic review, with data analyzed in a qualitative approach. In this investigation we seek to deepen the studied data regarding the use of games as a didactic resource for the acquisition of language by deaf children. In this perspective, we understand that working the educational games, constructed in a bilingual perspective for deaf students, contributes in many aspects to their development, such as: socialization and interaction of the student / teacher as well as between deaf students and listeners; in the participation, in the acquisition of the language of both Libras as a first language, and of written Portuguese as a second language, among others. In view of the above, it is relevant to consider the teacher training, as well as the presence of an interpreter so that together they would be able to carry out activities that favor the development of the student. We also emphasize that the partnership between school and the deaf student's family is fundamental in the construction of this process of development, socialization and learning.