The present work aimed to analyze the late acquisition of Brazilian Sign Language by deaf academics, as L1 or L2, and its challenges and difficulties within the academic context. To understand the process of acquiring the Brazilian Sign Language LIBRAS, it is necessary to understand that in this process there is the importance of the influencing environment on language acquisition; and also the challenges and difficulties, generated by this acquisition, in the teaching and learning of deaf subjects in higher education. Based on bibliographic and field references, as a methodology used in research into the acquisition of Sign Language as L1 or L2, its theoretical basis was the works of the authors Quadros (1997), which explains the acquisition of Libras as L1 and L2 by deaf children; and Gesser (2010) who deals with issues regarding the teaching methodology of Libras as an L2. The research methodology was qualitative, a case approach that aimed to investigate the scientific knowledge of deaf academics in relation to the late acquisition of the Brazilian sign language as L1 and L2. From data collection, it was possible to identify the characteristics of each deaf subject according to the acquisition of Libras, as a first or second language, and their challenges and difficulties in higher education classrooms.
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