Environmental Education in the Libras curriculum for bilingual education of the deaf

Abstract

This article explores the importance of integrating environmental education (EE), with a critical and transformative focus, into the Brazilian Sign Language (Libras) curriculum as a first language. Environmental education (EE) is understood as a continuous process that occurs through students' interaction with nature, moving beyond fragmented knowledge. For Deaf students, this approach aims to expand cognitive capacities and promote social emancipation. Teacher training is crucial in this process to critically integrate theory and pedagogical practice. Therefore, EE presents an opportunity for Deaf students to develop a critical and transformative awareness, fostering more inclusive access to knowledge and strengthening their citizenship.