LIBRAS AS A FIRST LANGUAGE FOR THE LEARNING OF DEAF CHILDREN

Abstract

This article reflects on the centrality of Brazilian Sign Language (Libras) as a first language (L1) and a fundamental pillar for the cognitive development and learning of deaf children. Grounded in a socio-anthropological and bilingual perspective, this work discusses the distinction between "language" (as a faculty) and "a language" (as a system), utilizing the theoretical frameworks of Saussure, Chomsky, Skinner, and Krashen, as well as the interactionist strands of Piaget and Vygotsky. It is demonstrated that Libras, as an autonomous linguistic system in a visual-spatial modality, possesses functional equivalence to spoken languages, being capable of activating the biological language acquisition device and organizing superior psychological functions. The investigation highlights that early access to Libras is imperative to avoid linguistic deprivation and to ensure the constitution of the subject’s subjectivity and identity. Furthermore, it discusses the asymmetry in the appropriation of written Portuguese, evidencing that, for the deaf student, it constitutes a second language (L2), requiring differentiated teaching strategies. It is concluded that the scientific legitimacy of the five parameters of Libras (Hand Configuration, Place of Articulation, Movement, Orientation, and Non-manual Expressions) ratifies its status as a full-fledged language. Thus, the institutionalization of a bimodal bilingual pedagogy is not merely a methodological choice, but the fulfillment of a fundamental human right that ensures social justice, autonomy, and full access to knowledge and citizenship for the deaf student.