Considering the importance of sign language for inclusion, this article aims to address theoretical issues regarding the teaching of Brazilian Sign Language (Libras) in early childhood education as a mediation resource between deaf and hearing children. Furthermore, the aim is to discuss the impact of sign language instruction on human development from the perspective of Cultural-Historical Psychology (CHP). The article is the outcome of a conceptual bibliographic study (2011-2012). We understand that Libras teaching can promote learning and development of deaf and hearing children, by enabling them to increase their communication partners. Libras provides opportunities for effective linguistic exchanges between deaf and hearing peers; for hearing children, it offers access to a cultural universe to which they are unfamiliar. Studies of primary (Soviet publications) and secondary sources (recent publications on Vygotskian Defectology, language and Libras teaching) indicate the possibility of language development for deaf and hearing children, since teaching Libras as a second language can be seen as a significant resource for hearing children. In conclusion, the study points out the need for further improvement in Libras instruction; to this end, policies that regulate the matter should be enforced. As it is gains recognition within schools, Libras should not be deemed a privilege, but rather it must be understood as fundamental for deaf students, and as an additional element for hearing students during their general upbringing as cultural beings.
Special Education; Sign Language Instruction; Cultural-Historical Psychology; Deafness; Early childhood education