THE PRIMER IN DEAF LITERATURE: TEACHING METHODOLOGY FOR INCLUSION

Abstract

This article examines the evolution of special education in Brazil, with an emphasis on the education of deaf people, the importance of bilingual education in schools, and the use of primers as a tool for inclusion. It traces the history of education for people with disabilities in Brazil from the beginning of the 19th century, with the first inclusion efforts, the creation of the Benjamin Constant Institute and the National Institute for the Education of the Deaf, to the 20th century, characterizing the education of the deaf as a segregating and oralist model that marginalized Brazilian Sign Language (LIBRAS). This changed with the promulgation of the Law of Guidelines and Bases of National Education (LDB) in 1996, and the inclusion of LIBRAS as the official language of the deaf community in 2002. The article also highlights the positive impact of bilingual education for deaf students, who adopt LIBRAS as their first language and written Portuguese as their second, promoting a more immersive and effective learning model. The implementation of bilingual education is seen as an essential action for inclusive education, helping to overcome barriers of exclusion and creating a fairer and more egalitarian school environment. In this work, information was sought from sources such as the Portal Educação and the Federal Government Portal, among others. We also consulted authors such as Beyer, Carneiro, Carvalho, Franco, Gadotti, Gil, Karnopp, Jannuzzi, Minayo, Nóvoa, Richardson, Oliveira, Perrenoud, Saviani, Skliar, among others, those who were not referenced but contributed ideas that helped and supported the learning process of this production.