Game as a resource to place the signs language in use context

Abstract

The teaching of Brazilian Sign Language became official from Law No. 10.436 / 2002, which aimed at inclusion and the right to communication through that language. However, actions are still needed to promote knowledge of sign language and to expand the possibilities for social and educational interaction. This paper aims to demonstrate how the use of didactic games contributes to this process. For this purpose, we conducted a literature search as a theoretical background based on Lacerda (2000), Castro and Tredezini (2014) Valadão et al. (2016), among other researchers and then we conducted a pedagogical practice based on playful activities with two groups of a Libras course from the “Instrumental Libras Course - 2018” Extension Project offered at a public university in Paraná inland. The application of this activities allowed us to observe that the use of adapted didactic games helps these students with the appropriation and comprehension process of this spatial and visual language. Thus, we hope that this work will bring theoretical contributions and that the analyzes presented here and thus contribute to the understanding of the adapted game use as a playful and contextualized way to help students internalize Libras vocabularies as a second language.

Keywords

• sign language
• didatic games
• second language acquisition