This monographic work is entitled Pedagogical Approaches for the Deaf in the Preschool Phase:
A Case Study in the Preschool Santa Terezinha de Tocantinópolis ”. It aims to know the process
of literacy of the deaf student Luiz Otávio Campos Martins Reis in Turma Jardim II, in Bairro
Alto Bonito, in the city of Tocantinópolis located in the region of Bico do Papagaio, state of
Tocantins. Since ancient times there have been discussions among various researchers about
methods and philosophies about approaches in education and the deaf. It is necessary to know
that the Brazilian Sign Language (Libras) is the second official language of Brazil, from the
Federal Law 10.436 / 2002, decreed by the national congress, which makes Libras official
throughout the national territory. This law recognizes the pound as a legal means of
communication for deaf communities in Brazil. This paper proposes to deepen reflections with
the Santa Terezinha preschool and the Federal University of Tocantins, the importance of the
deaf student's literacy process. The adopted methodology was initially developed through a
bibliographic study in order to understand how the "approaches" and teaching practices occur
in the student's educational process. For its structuring, a questionnaire was conducted in order
to obtain answers from the interviewees for quantitative analysis. with classroom teacher,
interpreter teacher on which served as the basis for exploratory research. Observations were
also made in the classroom with the presence of the interpreter teacher, to understand how the
student is monitored from the beginning to the end of the class. And in this process of student
learning analysis requires both the teacher who is “transmitting” and the student who is
“receiving” the signals of responsibility posture, which will reveal a mechanism for controlling
the contents and the results of the student. The second observation in the classroom was
performed, with the conducting teacher for this were also made 03 observations, so it was put
on the agenda as the student learning, its communication with colleagues and the teacher in the
classroom. As conclusions pointed out that the conducting teacher even tries to insert the student
at the time of classes, however because he has no knowledge of sign language, his
communication with the child is limited, there is no way for the teacher to assist the student in
more complex activities. However, so that the student is not excluded in the classroom, the
teacher occupies the child with activities to “colorize”, but when the student finishes the task it
is dispersed in the classroom.
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