The main objective was to investigate the literacy and literacy process of deaf children. Specifically, identify the importance of using the first language of the deaf, Libras, for the acquisition of a second language, written Portuguese. Additionally, analyze the acquisition of reading and writing of the Portuguese language as a second language for deaf people of the 1st and 2nd years of elementary school 1. We raise the hypothesis that deaf children who acquire Libras and Portuguese at the same time will have difficulty in the process of acquiring reading and writing a second language, in the case of Brazil, written Portuguese, since they arrive at school without the first language (L1). From this perspective we adopt Soares' theory (2003) that states that literacy and literacy processes are simultaneous and interdependent because they involve knowledge, skills and competence. Additionally, Chomsky (1957 apud Quadros, 1997) who argues that every human being needs access as soon as possible to his first language to acquire a second language. For Quadros (1997), literacy and literacy for deaf people will only be effective if we consider the type of language to which they are exposed. Forty students from the 1st and 2nd years of state public school specialized teaching for deaf people in the city of Belém participated in this study, with deafness and other disabilities. The research material consisted of 9 pedagogical activities elaborated by the teacher of the deaf children mentioned. Additionally, an oral interview of this teacher regent. The data confirmed that deaf children are in the simultaneous process of acquiring the first language, Libras, and the second language, written Portuguese, because they live in a listening environment that do not have mastery of their natural language. Such evidence allows us to infer that the literacy and literacy process will require these deaf children a huge effort to internalize their native language and the reading and writing of Portuguese.
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