INCLUSÃO DE LIBRAS NA EDUCAÇÃO BÁSICA: limites, desafios e possibilidades

Introduction:The recognition of the Brazilian sign language (Libras) as an official language leads the Brazilian deaf population to rewrite a new history; However, despite the emergence of laws and advances on the subject, there are several factors that lead deaf students to be socially excluded within schools, as they do not have professionals who understand them.LIBRAS is considered to be the language that will provide deaf people with knowledge of the world, enabling them to structure their thoughts, leading to an understanding of the written modality.Recognizes school and family as extremely important allies for the intellectual development of deaf people.The teacher as the mediator is the one who will enable the deaf person to consciously appropriate the written language, placing him or her as an active subject in this construction process.Objective: The study aims to highlight the limits, challenges and possibilities faced by teachers towards students with hearing impairment in Basic Education.Methodology: The methodology used in this study is a bibliographical review, it is a qualitative and descriptive research based on books, theses, documentary analysis, legislation and articles by renowned contemporary authors, newspapers, magazines available on the world wide web.Results: The results attest that deaf students must be recognized as citizens, but unfortunately, this reality has not changed completely, with much still to be done.Early stimulation of LIBRAS facilitates learning to write and the student's overall development, since prerequisites such as socialization, interaction, broader vocabulary and world experiences are acquired at this time.The teacher must promote significant contact for the deaf with different textual genres (lyrics, notes, poems, purchase and sale announcements, reports, jokes, among others) that will improve their writing production.