AQUISIÇÃO DE LIBRAS NA EDUCAÇÃO INFANTIL

Thinking about literacy and literacy for the vast majority of educators involves only the procedures of writing and narratives of orality and their transcriptions in a colonialist perspective. Often, what is considered to be our second official language is excluded; the Brazilian sign language -LIBRAS. In the last few decades, supply and demand in schools and institutions responsible for training, child education, a second language or bilingualism has increased. This demand meetsa preference almost always for a second language, be it English, French or any other language with a European matrix. It was then created, it seems, an erroneous and distorted idea in relation to foreignism in Brazil's bilingualism. This work aims to present the importance of recognizing and acquiring pounds already in formal early childhood education as the modality in which it belongs: the second Brazilian language. For this, a bibliographic survey is used and, through a critical analysis of the existingliterature review, the need for inclusion is already identified in the early years of early childhood education. So that schools invest in educational projects that prioritize the teaching of LIBRAS for all children, listeners and deaf people, and that this student appropriates and becomes familiar from an early age, in order to build possibilities for interaction through quality teaching. and with a focus on humanization and the development of motor and cognitive skills beyond orality. Through these actions and their formalization and inclusion in schools' PPPs, inclusive education becomes a bilateral reality; for the deaf and listeners, without distinctions or barriers.