Linguagem, alfabetização e letramento da criança surda: a importância da escrita de sinais, SignWriting no processo de aprendizagem

Abstract

This study discusses the importance of sign language and sign language writing in the educational development of deaf children, focusing on bilingual education. The research addresses the following question: how does access to sign language and its writing contribute to the learning process of deaf children, especially in literacy and text production? The general objective of this study is to understand the role of sign language and sign language writing in the learning of deaf children. The specific objectives are to analyze the relationship between deaf children and language, to discuss the importance of Brazilian Sign Language (Libras) for child development, and to examine the use of SignWriting as a pedagogical resource in bilingual education. The theoretical framework is based mainly on Stumpf (2005) and other authors who discuss deaf education, sign language, and bilingual education. Sign language is considered the first language of deaf children, while written Portuguese is taught as a second language. The methodology adopted is qualitative bibliographic research, based on the analysis of academic texts related to the theme. The results indicate that early access to sign language is essential for the learning and linguistic development of deaf children. The study also shows that sign language writing helps children organize ideas, produce texts in their own language, and better understand written language. It is concluded that sign language writing supports bilingual education and contributes to a more inclusive educational process for deaf students