This academic work was justified by the challenge of identifying the position of Professor CODA (Child of Deaf Adults - English translation: Hearing Son of Deaf Adults) working in the Libras Literature Course at the Federal University of Amazonas (UFAM), in relation to pedagogical needs of undergraduate students. As for the research, it was bibliographic and its reference was Discourse Analysis (DA), originating from the French line. Through interviews with a questionnaire in Portuguese and filming the questions in Libras. In the case of Libras, AD continues with the same name and application, but with different teaching and learning positions. It is noticeable that CODA ends up being a more human person, given all the challenges experienced with the uniqueness of deaf parents, linked to his role of intermediating an oral world with Sign Language, making him a LIBRAS interpreter since childhood. The approach to the topic of Discourse Analysis (DA) began with Michel Foucault. When dealing with materialist AD, also called French AD, a discipline that emerged in the late 1960s in France, organized by Michel Pêcheux, SOUZA (2014) explains that there is a lot of material on what discourse analysis is, but few are the materials about the analysis practice itself. SOUZA (2014), explains that each speech situation places the individual in a subject position. Subject position is a DA concept that refers to the place from which one speaks and produces meaning. The Cultural Artifacts of the Deaf are presented according to STROBEL (2008), without losing sight of the issue of the family artifact, where the CODAS are included. The discussions and data analyzes were carried out using the methodology proposed by SOUZA (2014, p. 48). In the final considerations, it was found that investments in CODAS could contribute to favoring a Libras teaching staff that is more integrated with the reality of deaf people, since CODAS begin their learning primarily with deaf parents and are subsequently inserted into the oral environment.
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