INCLUSIVE PEDAGOGICAL PRACTICES MEDIATED BY LIBRAS: EXPERIENCES AND CHALLENGES IN ELEMENTARY EDUCATION

Abstract

The article "Inclusive Pedagogical Practices Mediated by Libras: Experiences and Challenges in Elementary Education" discusses the importance of Brazilian Sign Language (Libras) as a means of communication and learning for deaf students in the context of regular schools. The research, of a bibliographic nature, is based on authors such as Quadros (2004), Skliar (1998), Lacerda (2006; 2009), Strobel (2008), and Perlin (2010), as well as official documents that regulate inclusive education in Brazil. The study traces the historical trajectory of deaf education, initially marked by oralism and social exclusion, until the achievement of the bilingual paradigm, consolidated by Law No. 10,436/2002 and Decree No. 5,626/2005, which recognize Libras as the first language (L1) and written Portuguese as the second language (L2). This change represents not only a pedagogical advance, but also a cultural and identity-building one, allowing deaf people to be recognized as subjects with rights. Despite legal advances, significant challenges to effective inclusion remain, such as the lack of teacher training in Libras, the shortage of interpreters, the absence of accessible teaching materials, and attitudinal barriers that hinder the appreciation of deaf culture. From this perspective, pedagogical mediation, inspired by Vygotsky (2008), is considered central, as learning occurs through social interaction, requiring bilingual practices, visual and technological resources, and adapted methodologies. The study concludes that the inclusion of deaf students in elementary school will only be effective through investment in ongoing teacher training, the appreciation of Libras, the expansion of accessible resources, and the school's commitment to linguistic and cultural diversity, ensuring equity and full participation in the educational process.