THE TEACHER OF THE MULTIFUNCTIONAL RESOURCE ROOM AND THE LITERACY OF DEAF STUDENTS IN BRAZILIAN SIGN LANGUAGE
Literacy; Teaching materials; deaf student.
The present research starts from the concern regarding the literacy of the deaf in their mother tongue. It is known that the deaf have historically faced educational approaches that aim to promote their literacy process. Thus, some literacy teachers use various resources they have in an attempt to teach deaf people to read and write. But time has passed and the struggles continue to guarantee, through specific legislation, the right to a bilingual education and the possibilities of being literate in LIBRAS. Therefore, we present as a general objective to understand the challenges experienced by teachers of multifunctional resource rooms in the literacy of deaf students in Brazilian Sign Language - LIBRAS. This research is qualitative, through a field study, supported by a literature review, configuring a mapping called State of knowledge carried out with two repositories, Scientific Electronic Library Online - SciELO and the Brazilian Digital Library of Theses and Dissertations - BDTD . The first brings together articles from different areas, evaluated blindly and by peers, while the second brings together dissertations and theses by researchers from different Brazilian universities. As a theoretical and legal basis, we researched laws, decrees and authors that discuss the subject, namely Gesser (2009); Pereira; Stump; Quadros, (2008); Goldfeld (2002), Brazil (2011; 2012; 2014); among others mentioned throughout the work that also discuss the literacy of deaf people. The initial results point to a record of the historicity of the difficulties that deaf people have been experiencing over time, however we cannot deny the achievements and advances perceived today. However, the fight cannot stop, as there is much to be done for the deaf in terms of their rights.