Proposta curricular para o ensino da Língua de Sinais Americana (ASL) na Educação Bilíngue de Surdos

Abstract

This dissertation examines the inclusion of American Sign Language (ASL) in the curriculum of Bilingual Education for the Deaf in Brazil. Recent changes to the Brazilian Law of Directives and Bases of National Education (LDB) recognize this modality, ensuring Libras (Brazilian Sign Language) as the first language and written Portuguese as the second (Law 14.191/2021), while curricular reforms maintain the centrality of English in High School (Law 13.415/2017). Considering the difficulties faced by deaf students in accessing additional language instruction under linguistically accessible conditions, this study investigates whether a foreign sign language can be integrated into high school education, expanding communicative and cultural repertoires and opportunities for mobility and participation in international networks. The general objective is to reflect on the implementation of ASL as an elective component or teaching project within the Languages and Technologies pathway, as complementary training. The specific objectives are to evaluate its pedagogical viability (methodologies, materials, and teacher training) and to develop a progressive curricular matrix for its delivery. This qualitative and exploratory research combines the author's experience as a deaf student and teacher in bilingual schools and in interactions with international deaf communities, with a documentary analysis of curricular references and materials. The following were examined: the book *Signing Naturally*, as a reference for sequencing and communicative practices in ASL; the BNCC (Brazilian National Curriculum Base), to identify parameters and limitations in the curricular treatment of languages for deaf students; the City Curriculum: Libras (São Paulo), for its bilingual guidelines and focus on the visuospatial modality; and the References for Teaching Libras as L1 in High School, for aligning axes, objectives, and progressions. As a result, a progression matrix is proposed for the three years of high school, structured in integrated axes (use of sign language, deaf identity, and deaf literature/art) and described by knowledge objects, learning objectives, and a knowledge matrix. The proposal prioritizes visually oriented practices, authentic interaction, digital resources in sign language, projects and activities that value deaf culture, avoiding hearing-centric and hierarchical approaches. It argues that ASL should be treated as an additional language, complementary to Libras (Brazilian Sign Language), and not as a replacement, preventing forms of symbolic violence associated with the imposition of communicative models incompatible with the deaf experience. It concludes that the planned provision of ASL, supported by institutional conditions (specific teacher training, preferably for deaf teachers, and multimodal materials) and the participation of the deaf community, can strengthen bilingual education, expand linguistic autonomy, and promote the social and academic inclusion of deaf students.