Deferred textuality in Libras and the challenges for the appropriation of writing by deaf students in the early years of elementary education

Abstract

A acquisition simultaneously of sign language and writing of an oral language, is a tense process, often resulting in failure in its appropriation by deaf individuals. In this direction, this article problematizes the educational conceptions of the process of appropriation of Portuguese writing by deaf students in the early years of elementary education, highlighting the importance of deferred textuality in Libras as a prerequisite.
It is argued that the experience of the orality of the gestuovisual matrix language, and its transposition as a record, are essential for understanding writing in an oral language. We emphasize that school practices in the early years often neglect such dimensions, specific to being deaf, maintaining evaluation structures based on normative standards aimed at speakers of oral mother languages. This is evidenced in the way literacy in Portuguese is perceived for deaf children, when, in fact, for an additional language, other educational processes should be considered.