Um estudo sobre o uso de jogos lúdicos na aprendizagem de LIBRAS/ELiS pela criança surda

Abstract

The theme of this research discusses how deaf children can learn Libras/ELiS (Brazilian Sign Language Writing System), as their first language (L1), using playful and didactic material such as a puzzle designed for this purpose, since the adaptation and creation of games are important to stimulate and facilitate the teaching-learning process of deaf children, to develop their L1 (Libras), with a Libras/ELiS game using elements of everyday life. Although there has been undeniable recognition of Brazilian Sign Language (Libras) as a legal means of communication through Law 10.436/02, teaching it to deaf children is still a challenge, since most of them are children of hearing parents who do not know or do not master sign language. When they arrive at school, the linguistic environment is often unfavorable, since most teachers and classmates do not yet use Libras for communication. This dissertation aims to reflect on the development of L1 of deaf children. The objective is to demonstrate the importance of using and adapting playful games for teaching and learning Libras and Written Sign Language (ELiS) as the first language (L1) for these children. Regarding the linguistic development of deaf children with the proposed material, first, they learn a hand configuration that corresponds to the sign represented by the image in Libras. This is because it is believed that this pedagogical resource can facilitate the process of linguistic teaching and learning for deaf children, using games to awaken the interest, creativity and development of the child, through bilingual and more playful teaching, with the use of images from their daily lives. For this study, texts by authors such as Barros (2008), Quadros (2011), Strobel (2009), Kishimoto (1996), Gil (1991) were used, which deal with the importance of play in the development of the child, among other topics. The research stages were: 1) bibliographical research; 2) definition and design of the puzzle game; 3) production of the physical material; 4) application of the material. The field research was carried out at the Training Center for Professionals in Education and Care for People with Deafness (NAS), an institution located in the city of Goiânia, Goiás, where the teaching and learning process with deaf children of different ages was observed. As a result, we present the production of a Libras/ELiS game with images of the family context so that deaf children can perceive the relationship between the game and real situations. We hope that the creation of such pedagogical materials will help deaf children learn Libras, through a proposal for a game in Libras/ELiS that will help deaf children develop linguistic and motor skills in their own time and context.