Reflexões sobre a soletração datilológica na educação de surdos e o ensino da língua de sinais e da língua portuguesa

In Brazil, the bilingual education for the deaf is guaranteed by the Law No. 14,191/2021 (Brazil, 2021), which has the compromise to give access to the Brazilian sign language (Libras) and the Portuguese language in written form for deaf students. Therefore, linguistic work in bilingual schools considers, at least, the teaching of two languages of different modalities, as one is spatial-visual and the other is oral-auditory. Part of this context is the use of the manual alphabet or fingerspelling, which contributes to the work of both languages and plays, throughout schooling, an important role in understanding the Portuguese language. In this way, this study aims to reflect on fingerspelling as a means of favoring the understanding of the process of accessing words in the Portuguese language and their respective signs in Libras, with the aim of expanding the linguistic repertoire of deaf people, using skills metalinguistics that mobilize lexical items and the syntactic structure of the two languages. The study has a qualitative approach and is bibliographic and documentary (Gil, 2002). In addition to theoretical references in the area of deaf education, the corpus includes iconography with typing corresponding to the alphabet in Portuguese and books aimed at hearing and deaf audiences on the subject. We wait that the development of this study can contribute to the debate on the use of typing in the schooling of deaf people as another strategy aimed at bilingual education.