PEDAGOGY AND DEAF EDUCATION: FOR BILINGUAL EDUCATION WITH VISUAL LETTERING AND TEACHING PORTUGUESE IN WRITTEN MODE

Abstract

The objectives of the article are: (i) to present philosophical and linguistic issues that have built the
history of Education for the Deaf in Brazil; (ii) to identify teaching strategies used in the Education of
the Deaf throughout history; and (iii) to discuss visual literacy and the teaching of written Portuguese,
from the perspective of bilingual education for the deaf. The article is based on the theoretical
perspective of Deaf Studies, within the scope of linguistic/educational policies and bilingual education.
The results show that: (i) Libras and Portuguese must be guaranteed as a linguistic right; (ii) Libras
must be the language of instruction and Portuguese must be taught in written form; (iii) teachers must
be fluent in both languages; (iv) visual literacy must encompass deaf visuality in the teaching-learning
process; and (v) the teaching of Portuguese should include several textual genres, with daily themes,
experienced by the students.