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Technology and Social Action

1.    Introduction

The Centers for Education and Dissemination of Libras - NEDILS – are integrated units to organizations of various sectors who work with deaf people, with the aim of promoting education and dissemination of Brazilian sign language - Libras. Moreover, they aim to promote the integration of deaf with the company through the actions to their family, to schools, to businesses and society as a whole.

To promote this integration, the NEDILS will develop educational activities of teaching LIBRAS, will promote meeting and talks for parents of deaf and the conduct of lectures to entrepreneurs in order to clarify and discuss the issue of deaf people and their integration into the market of work. With these actions NEDILS will be promoting the break of communication barrier with deaf people, and promoting their social-economic integration, both in relation to his family and with business.

To complete the cycle and effectively promote the social-economic integration of the deaf, the NEDILS will identify your area of expertise in enterprises with potential to promote the absorption of labor-deaf. Once made this identification, members of the NEDILS will visit identified companies and conduct an analysis of functions that can be performed by deaf and guide the company in the adjustments needed to absorb this labor.

The following diagram shows the three actions that support the NEDILS.

Educational actions in LIBRAS
Family integration
Economic integration

The system of social relief work with the guidance of the deaf of FENEIS to be responsible for overseeing all actions undertaken by NEDILS. There will be a geographic distribution as an area of expertise of each deaf in order to define their responsibilities.

2. Organization of NEDILS

The NEDILS will be based on an association of the deaf or a public agency linked to the education of the deaf, or in companies that develop programs in the area of social inclusion of the deaf. In any case, it's a deaf from FENEIS that will be in charge of the coordination and supervision of all activities of NEDILS.

The educational activities will always be developed by a deaf duly authorized to do so. The participation of listeners will be restricted to the activity of interpretation of LIBRAS, and assisting in educational activities. Possibly may occur the listener participation as instructor of LIBRAS when the total absence of the deaf.

Shares of integration with the family of the deaf may be conducted by both deaf and listeners. But always will be abundant participation of the deaf.

3. Educational actions in LIBRAS

The educational actions to be undertaken in NEDILS seeking to develop deaf in LIBRAS and train listeners in their understanding and use of LIBRAS as a way to break the communication barrier between deaf and listeners.

TOPIC/SUBJECT: Introduction to Brazilian sign language
CLASS: Deaf students.    HOURS: 40 hr


- Historical background on the deaf, their language and their culture.
- The use of the Libras é legal kit
- Definition of basic linguistic aspects of Libras and Libras in context.


- Meet aspects syntactic, morphological and phonological of the Libras.
- Proper use of the Libras é legal kit
- Give opportunity to better communication / interaction between deaf and hearing.


- Historical background on the deaf, their language and their culture.
- Definition of basic linguistic aspects of Brazilian sign language - Libras:
- Presentation of the Libras é legal Kit
- Primary Goal of the Kit
- Who is the deaf instructor?
- Where the deaf instructor works?
- What is the role of instructor at the school?
- How to teach Libras to children?
- How to teach Libras to listeners?
- Suggestions for activities
- Games in Libras
- How to tell stories in Libras
- Objective of telling stories in Libras
- Themes and sources of children's stories
- Methodology and steps to tell a story in Libras


- Lecture classes,
- Group dynamics,
- Groups of studies


- Primer of "Linguistic Aspects of Libras"
- Xerox of texts and articles for discussion
- Libras é legal Kit
- Overhead projector
- Blackboard and chalk
- A classroom with movable chairs (for each student)


- “Aspectos Lingüísticos de Libras” SEED/DEE, Curitiba-PR, 1998
- “Falando com as Mãos” SEED/DEE, Curitiba-PR, 1998
- “Libras em Contexto” MEC/FENEIS, Brasília-DF, 2001
- Kit “Libras é Legal” FENEIS/PETROBR

4. Family Integration

Actions to promote the integration of deaf family will be developed with the aim of clarifying the relatives of individuals with hearing loss, the particular situation in which the deaf is in society, presenting aspects of the culture of deaf people and their potential. These actions are directed to two points: one is for the family itself, and the other is for the deaf in particular.

The actions for families will be developed through speeches for the awareness of the family, and seeking the participation of them in training actions in LIBRAS with the objective of reducing the barrier of communication between the deaf and the closer people. If the communication occurs in a gestural manner today, the LIBRAS is to be used, which besides being the official language of the deaf, is the way he communicates with other deaf.

Similarly, the families will be encouraged to contribute to the economic integration of the deaf to provide his sustainability. The family should be directed to leave the excessive authority to provide the deaf with conditions of psychological maturity to be able to develop an economic activity, together with listeners. Aspects of responsibility, compliance with schedules, staff presentation should be placed so as to facilitate the integration of the deaf in the typical production of existing organizations in the labor market.

For the deaf, in particular, should be placed that the family should be your support in professional growth, and no sponsor, and for this will be the need to take responsibilities. Clarify to the deaf that is necessary to share their culture with the culture of the listener, without which he will not have opportunity to have a progression in career.

The main objective of the actions on the family integration is to make the deaf and their families to interact each other in order to the deaf could completely perform its integration, both in the family environment, and in the social-economic environment.

5. Economic Integration

Actions to promote the economic integration of deaf following two segments. The first, through speeches in the business environment presenting characteristics of the deaf and its potential as a workforce. Second, seek to identify companies in the region that by its productive feature can absorb labor-deaf. In this action will be performed an assessment on the needs of the company to adapt to the new situation.


Topics to be addressed:

• The Social Responsibility as an intangible added value to the company.
• The legislation on the inclusion of the disabled and rehabilitated by the INSS in business.
• The characteristics of the deaf, their potentiality in the labor market.
• The associations of the deaf and their role in social-economic status of the deaf.
• The challenges to be faced.


Considered the conditions of the deaf, should be identified in the local market companies with the potential to absorb labor-deaf. In this action will be considered aspects such as accessibility, timing, functions, characteristics of production, etc.

Next action is to prepare the company to receive the deaf, with the implementation of speeches to the employees, presenting the characteristics of the deaf, and his behavior. This preparation needs, necessarily, to include notions of Libras to the employees and managers to allow a minimum communication.

The NEDILS will monitor, during the adaptation of both the deaf and the companies, the integration between the parties in order to ensure continuity of residence in the company of deaf and provides effectively its economic integration.

In this preparation, some individuals aspects must be addressed with respect to interaction with deaf people within the company. They are:

• The Deaf Culture - involving the deaf community's customs, habits, jokes and stories shared by the deaf. It is important to note that deaf people have expressed their culture through symbols, primarily visual, which is the largest representation language.

• Accessibility - for the deaf person, accessibility is built through technology resources, such as visual-signaling devices, bells flashing lights when activated, indicative signs of an emergency, television programs with subtitles, etc.

• Communication with the Deaf - note that to communicate with the deaf it is not necessary to scream. Set up in front of him, to draw their attention flag with your hands, and preferentially use visual communication, whether you know a few signs. If you need, draw, point, dramatize, etc. In the case of the use of interpreters, look for the deaf person and use the direct discourse, and in any case in your work, because interference disrupt the process of physical and mental act of interpreting.

• Functions to be performed – it is necessary very careful with the tasks to be available for the deaf. Functions that may endanger the hands of the deaf should never be aimed at them. As the deaf uses LIBRAS, attention is given to the deaf, the chance to "talk" with their fellow deaf, establishing intervals in working hours in order to reduce the level of stress.

• Guidelines for Deaf - you must be very careful when giving guidelines, rules of business and other matters of routine for deaf. We must make sure that he understood the meaning of what you mean. To do this, you should ask the deaf, even with the use of analogies, if he really understood what was explained to him.

Libras é Legal - Team