ATIVIDADES RÍTMICAS E EXPRESSIVAS NO PROCESSO DE ESCOLARIZAÇÃO DE CRIANÇAS SURDAS EM UMA ESCOLA BILÍNGUE

Abstract

This study aims to investigate how rhythmic and expressive activities occur in the education process of deaf children in a bilingual school. The qualitative research approach employed involves understanding social facts and delving deeper into a specific case through interviews with teachers who work with expressive activities in the education of deaf children in a bilingual school located in Gravataí, RS, Brazil. Through a perspective of bilingualism that enhances deaf culture and values Brazilian Sign Language (Libras) as the deaf child's mother tongue, the research emphasizes the appreciation of identity and uniqueness of the deaf individual, while also highlighting the potential of body expression within the school context. It is concluded that rhythmic and expressive activities in the education process of deaf children, within the framework of bilingualism, take place through ludic activities such as theater and dance. These activities are specifically designed and planned for deaf students, employing empathetic planning and specific tools. As body expression is still present in the development of Libras, being one of its five parameters, it is understood that body expression and its potentialities are essential in the formation of deaf children, contributing to their communication skills, self-esteem, and self-awareness.