Florencio Fernandes Moret, Marcia CristinaRossarolla, Juliana NegrelloRodrigues Mendonca, Joao Guilherme2018-11-262018-11-262017-07-01Revista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 12, n. 3, p. 1792-1801, 2017.2446-8606http://hdl.handle.net/11449/159735The teaching and use of the Brazilian Sign Language - LIBRAS, in the deaf people education are indispensable for their development, building of their identity, autonomy, interpersonal relationships, beside the communication with the world. The acquisition of the Portuguese Language is part of the regular school curriculum, and its command provides a relationship between language and society, which is mostly formed by hearing and users of this language. There is a concern related to the deaf people education, especially in literacy phase, which consequently extends through all the regular schooling, where the most part of the deaf students are finishing the high school without knowing how to read and/or produce in Portuguese Language. This problem affects the social development of these subjects, since the Portuguese Language is still required as if it were the deaf mother tongue, not respecting his/her culture, that has LIBRAS as their first language. The object of this research it to verify the methods and techniques in the deaf people literacy process and seek for other models, based on bilingual theory, ensuring the acquisition of LIBRAS, as a natural language and the teaching of Portuguese Language in a second language methodology, so that, in fact, the acquisition of reading and writing skills materialize.1792-1801porBilingualismLiteracyBrazilian Sign Language (LIBRAS)Artigo10.21723/riaee.v12.n.3.8734WOS:000410644800015Acesso restrito