Deaf children, when stimulated from childhood in sign language, tend to develop with
greater linguistic, subjective, and cognitive ease, among other aspects. In this sense,
we base ourselves on Rodriguero (2000), Goldfeld (2002), Vater e Daros (2015) e
Sutton-Spence (2021) and question whether deaf literature and/or signed literature can
be a tool in the process of acquiring sign language. Thus, the objective of this work
seeks to investigate some scenarios and contexts, in which, the deaf literature and/or
signed literature was/is used to help the acquisition of sign language. To achieve these
objectives, we opted for qualitative research with a description and reflection of three
contexts, O Diário da Fiorella (2015), Sou Surdo e Não Sabia (2009) and reports of
the researcher's personal experiences with two deaf people in the city of Porto
Nacional/Tocantins. Among the results found, we argue that deaf literature is a great
mediator of linguistic and cognitive knowledge, whether it is used in informal contexts
such as the family environment or in formal teaching situations.
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