O OLHAR DO ASSISTENTE SOCIAL ACERCA DA (IN)VISIBILIDADE DA PESSOA SURDA E A IMPORTÂNCIA DA DEMOCRATIZAÇÃO DA LIBRAS EM CONTEXTO DE EDUCAÇÃO

The purpose of this article is to reflect on the social assistant's view of the (in) visibility of the deaf person and the importance of the democratization of LIBRAS in Early Childhood Education. The guiding question of the research is: despite being a subject of rights, is the deaf person (in) visible socially? Methodologically,the research is bibliographic and documentary, supported by authors such as Iamamoto (1998), Areque and Souza (2009) and Pereira (2009), among others, and by the relevant legislation. We approach the deaf person and his (in) visibility in society and briefly contextualize LIBRAS; we highlight the role of the social worker in the school environment; we talked about teacher training for LIBRAS; we emphasize the need for democratization of LIBRAS in the context of Early Childhood Education; and we reflect on the deaf child as a subject of rights. The results show that the legal framework has contributed to the inclusion of deaf people in the school environment and to their social visibility; that the role of the social worker in the field of Early Childhood Education has facilitated the inclusion of deaf children in school; and that it is essential that LIBRAS be democratized in early childhood education, in order to strengthen the effective communication and inclusion of the deaf child, subject of rights, in school, cultural and social life.