出版社：Universidade Federal de São Carlos - UFSCar/Sorocaba
摘要：There is a concern for deaf education, especially in the literacy stage, which consequently extends throughout regular education, where most deaf students have completed high school without knowing how to read and/or produce in Portuguese. This problem affects the social development of these subjects, since the Portuguese language is still expected as if it were the mother tongue of the deaf, not respecting their identity and culture, whose first language is LIBRAS. In this bias, the research aims to verify the methods and techniques in the literacy process of the deaf and seek new teaching models that are based on bilingual theory, thus ensuring the acquisition of LIBRAS as the mother tongue (L1) and teaching Portuguese as the second language (L2). This bibliographical research brings theoretical references and empirical experiences as a contribution to these reflections.
