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LINGUISTIC-EDUCATIONAL DEVELOPMENT OF DEAF CHILDREN: ASSESSMENT STRATEGIES IN LIBRAS

Abstract

The recent amendment to the Education Guidelines and Bases Law imposed a new challenge on basic education: the legal creation of a bilingual teaching modality (Brazilian Sign Language/Libras and Portuguese Language/LP) for deaf students. As an educational legislation, it highlights the need to develop national guidelines for the construction of a curriculum in Libras, with specific assessment mechanisms for deaf children. The scarcity of teaching materials with instruction in Libras and the lack of child development indicators and pedagogical instruments for evaluating deaf students makes this topic extremely relevant. In this sense, this research project aims to raise pedagogical strategies with criteria and indicators for evaluating the linguistic-educational development of deaf students, together with bilingual teachers from the initial years of elementary school, as well as creating an evaluation and intervention protocol for their development. in Libras, through the use of digital media created by #CasaLibras. This is cartographic action research, with principles of the archaeogenealogical theoretical-methodological approach in Michel Foucault. As a result, the research will directly contribute to inclusive bilingual education for the deaf, advancing concepts that support the construction of principles and guiding parameters for the evaluation of linguistic-educational development, of/in Libras, as well as promoting evaluation tools with materials created or /e in circulation, being easily accessible for use by bilingual teachers in public education networks (AU)

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