LIBRAS AND THE CHALLENGES OF ITS INCLUSION IN THE REGULAR CURRICULUM OF BRAZILIAN BASIC EDUCATION

Abstract

Brazilian Sign Language (Libras) has been legally recognized as a means of communication and expression for the deaf community since Law No. 10,436/2002, constituting a linguistic right and instrument of citizenship. This article presents a critical analysis of the challenges and possibilities of including Libras in the Brazilian basic education curriculum, articulating historical, legal, pedagogical, and cultural foundations. Methodologically, it is a qualitative, bibliographic, and documentary research that revisited classic and contemporary authors on deaf education, as well as national legislation and guidelines. The results show that the absence of Libras in the school curriculum compromises access to knowledge, identity development, and social inclusion for deaf students, constituting a violation of rights. Among the main challenges identified are the lack of regulations for elementary and high school education, the shortage of bilingual teachers, the lack of accessible teaching materials, and institutional resistance. The study also presents good practices, such as the experience of bilingual schools and teacher training programs, which demonstrate the feasibility of inclusive bilingual education. It can be concluded that the implementation of Libras in the curriculum requires specific public policies, continuing education for teachers, joint pedagogical planning, and appreciation of deaf culture, in order to transform the school environment into a space of linguistic equity and social justice.