THE RELEVANCE OF THE HISTORICAL DISTINCTION BETWEEN ACQUISITION AND LEARNING IN THE EDUCATIONAL CONTEXT OF DEAF INDIVIDUALS

Abstract

Therefore, as a support for bilingual schools, this work aims to emphasize the importance of the acquisition of Libras (Brazilian Sign Language) as a first language (L1) by deaf people, in a natural way, in an environment that respects their culture and identity. Subsequently, once this linguistic base is established, the learning of the second language (L2), portuguese, can occur based on the L1 (Libras). In summary, this research aims to support the idea that deaf people need access to their L1 to develop their L2 at school, since mere inclusion does not offer the necessary accessibility to meet their acquisition and learning needs (Capovilla, 2000; Strobell, 2009; Campello, 2011; Campello; Rezende, 2014). We used bibliographic research with a qualitative approach and analyzed academic publications available on the CAPES Periodicals Portal as our methodology, with the purpose of identifying how the descriptors "acquisition" and "learning" have been used in recent years in the context of deafness, and what the current trends are in this field of study. The results show that the terms are still used synonymously; however, when authors discuss the education of deaf people, there is a focus on the acquisition of libras (Brazilian Sign Language) as L1 and the learning of portuguese as L2.