~ - -

@ 2009 byMãoSinais Publishing

EdenVeolsoIValdeci Maia
All rights reserved and protected by Law 9.610 of 19/02/1998.
No part of this book, without prior written permission from Mãos Sinais,
may be reproduced or transmitted by any means employed:
electronics, mechanics, photographic, recordings or any others.

First edition:
July2009
Tenth edition:
August2015
Illustrations and art:
ValdeciMaia
Layout, editing, and cover:
ValdeciMaia
Text preparation:
Eden Veloso / Valdeci Maia
Photography:
ValdeciMaia/ÉdenVeloso
Review:
ThaisFernandes/ValdeciMaia/ÉdenVeloso
Filming:
ValdeciMaia/ÉdenVeloso
Video editing on OVO:
ÉdenVeloso/Valdeci Maia

Home:[Link]
E-mail: maosinais@[Link] ,
Iivros@[Link]

Total or partial reproduction is prohibited

Allrightsreserved
ISBN: 978-85-60683-17-8
•
Curitiba-PR
2
 Summary
• Presentation 5
• Preface 7
• Author's Word (Éden Veloso) 9
• Author's word (Valdeci Maia) 11
• Technical information 13
• Communicating properly with the deaf 16
• That's whyé it's important to remember that 19
• Curiosities about the deaf and UBRAS 20
• Suggestions for when you encounter a deaf person 21
• The characteristics of the deaf 22
• General principles for the student 24
• The history of the deaf 25
• Shall we learn UBRAS? 51
• Advice for students 52
• Manual alphabet 53
• Cardinal numbers 54
• Ordinal numbers 54
• Lesson 1: Greetings, Pronouns, and Verbs 55
Signs of Lesson 1 56
• Dialogue of lesson 1. 68
• Lesson 2: Courses, Verbs, and Extra Vocabulary 69
S..
Inals d a I' Iça0
- 2 . 70
• Dialogue of lesson 2 81
• Lesson 3: Identification (personal data) {"Family":"Family","People":"People"}
Extra Vocabulary 82
Signs of lesson 3 83
• Dialogue of lesson 3 94
• Lição 4: Espaço físicos, Transporte, Dias da Semana, Tempo,
Verbs and Extra Vocabulary 95
Signs of the lesson4 96
• Dialogue of lesson 4 107
3
 • Lição5:Cores,Vestuário,VerboseVocabulárioExtra 108
Signs of lesson 5 109
• Dialogue from Lesson 5 120
• Lesson 6: Food, Drinks, Months, Cutlery, Kitchen, Finance and
Extra Vocabulary 121
Signs of lesson 6 122
• Dialogue of lesson 6 135
• Lesson7:Emergencies,Accidents,Verbs,PlacesandVocabulary
Extra 136
Signs of lesson 7 137
• Dialogue of lesson 7 149
• Lesson 8: Jobs, Verbs and Extra Vocabulary 150
Signs of lesson 8 151
• Dialogue of lesson 8 163
• Lesson 9: State, Country, Climate, Nature, Extra Vocabulary and
Transport 164
Signals of lesson 9 165
• Dialogue of lesson 9 177
• Lesson10:Relationships,Verbs,andExtraVocabulary 178
Signs of lesson 10 179
• Dialogue of lesson 10 192
• Lição11:Verbos, Materiais Escolar, Lugares e Vocabulário Extra ..1 93
Signs of lesson 11 194
• Dialogue of lesson 11 206
• Lesson 12: Religion, Bible, Extra Vocabulary and Professions 207

I Signs of the lesson12

Dialogue of lesson 12
Vocabulary used in each lesson
208
219
221
• Bibliographic references 227
• Illustrations 227

4
 Presentation
The Brazilian Sign Language (UBRAS) is the natural language of Brazilian Deaf people and is
recognized in Brazil by Law 10.436 (2002) and by Decree-Law 5.626 (2005).
Some peope l thn
i k or m i agn
i e that communci ato
i n wtih the Deaf occurs
through mmi e or usual gestures, but sg
in al nguage si not a mxi of
natural gestures and mime, as it has its own grammatical structure with levels
linguistic aspects such as phonological, morphological, syntactic, and semantic. UBRAS is in
constant evoul to
i n; we must remember that ti si not an exact sce i nce, but human and
that signs are relative. UBRAS is a communication code, like English or the
French, which represents the universe of ideas of the Deaf community and can express the
same concepts of the Portuguese Language. But UBRAS si dfe i rent from the Portuguese Language
The translation should not be literal. It is necessary to use good judgment to choose which signs.
they shoudl be used obeyn i g the structure of Sgi n Language to understand the meann
ig
from the message. What dfeirena
tites Sg
in Languages from other orala
lnguagessi theri
visual-spatial modality.
Thus,thepersonwhoe
l arnsUBRASexpere
i ncesthes'trangeness;'thatsi,theyfeelwhattisi kile
wayofcommunciatn
i gwtihoutsound,makn
i gmovementsn
i theari wtihthehands,accompane
id
of facial and body expression, visual gestures based on the use of hands, eyes,
mouth, fn
i ayl, of the whoe
l body. To converse n
i UBRAS, ti si not enough to u
j st know the
shapessigns~solada,éitisnecessarytoknowitsgrammaticalstructurebycombiningthem
in sentences.
Currently, in the corporate world, those who are bilngual find open doors.
I andduetosocialdemands,itisrequiredthatinalenvironmentsthereisthepresenceof
professionals who promote accessibilty for the deaf. Contact a language
signals expands its communication network, favors the inclusion of the Deaf in society,
in additon to valuing your professional activity.
General objective:
o Acquire notions and identify the basic concepts related to UBRAS and understand.

whatsi UBRASandknown
i gtism
i portancen
i theeducato
i nofDeafn
i dvid
i uasl.
o Taking the individual concerned with social inclusion, knowing the Deaf Culture,
aswelasthem
i portanceofthsi a
l nguagefortheDeafcommuntiy.
Specific objective:
ocharacterize the linguistic variations, iconicity, and arbitrariness of UBRAS.

o Deepen the lexical knowledge of UBRAS and Hand Configurations (CM).

Methodology:
oThrough conversation (signaling) in UBRAS, providing readers the

knowe
l dge of cutlure and sg in a l nguage.
Target audience:
o Deaf Community, family members, education professionals, professionals in the field of
heatlh, human resources, churches, smal or a
l rge compane
i s, teachers
and Deaf instructors, people interested in learning and promoting UBRAS.
Estimated learning time:
Aol ne:40hours.Groupof10peope l ormorewtihaUBRASteacher:80hours.
 Preface
For many years, the Brazilan Deaf Community has been lacking educational materials.
produced in sign language. We have to recognize that after the oficialization of the
UBRAS-BrazilanSignLanguagein2002(Law:10.436)therewasanincreaseinproduction.
ofmatera
i sl am
in
i gfortheri dsisemn
i ato
i namongthesiltenersandaslotheteachn
i gtothesiltenersthemsevles

deaf. Currently, we can even count on higher education in Languages/UBRAS,

what is for us a significant advance compared to our recent past.
Atlhough we have a range of matera i sl avaa
li be
l n
i UBRAS, ti si stli bukl y.
terms kil e focusn
i g your teachn
i g contextuayl and not on si oal ted sg
i nasl , What certan
i-
mind wil enable learners to have a fluent and understandable application. In this way,
Yes, we wli be tran
in
i g users, such as parents, teachers, and other professo
i nasl .
tocommunicateefectivelywiththeirdeafchildren,students,[Link]
Honestyl, we are advancn ig ni thsi driecto i n towards thsi much-o l nged-for reatily.
we are al deaf.
We are even happe
i r when we see that the deaf themsevl es are producn
ig
dd
i actci matera
i sl n
i UBRAS, as they feel n
i theri own skn
i the reatily of those who are kile them.
Forthsi reason,wecongratua
l teÉdenVeo
l soandVad
l edMaa
i fortherin
i tiatvi eandcourage.
to produce this book/teaching material 'Learn UBRAS efficiently and quickly'; that
it wil certainly enrich and increase the range of materials available in UBRAS.
ourcountry,withthediferenceofbeingproducedbyadeafperson.
MythanksonbehafloftheBraza
il nDeafCommuntiy.
Profi! Now. Karin Strobel
Surda, educator and doctor n
i the e
fid
l of
Educao
tin from UFSC.
Author of the book:"The m
i ages of the other about
theDeafCulture
President Director of the National Federation
ofEducato
i nandIntegrato
i noftheDeaf(FENEIS),
non-profit organization that works in defense
on the rights of deaf people.
Professor of the Leters course/UBRAS in
Bachelor's degree o
rfmUFSC(Unvieysrti ofSanat Caatnira)

Federal Unvierstiy of Santa Catarn

i a) n
i the foo
l wn
ig
subjects:
Fundamentasl of Deaf Educato
in
History of Deaf Education
Teaching Methodology of UBRAS as
Language 1
Teaching Methodology of Deaf Literature
 Word from the author
I am profoundly deaf from birth. I spent my childhood and part of my adolescence
learning to speak and understand the Portuguese Language, that is, I was verbalized.
Special school, I learned lip reading and how to speak. To this day, people think I am
a foreigner, because I have an 'accent'. In the 80s, Deaf people did not learn e
they could not signal, because, according to teachers and scholars, this could harm
the learning of speech of the oral language.
At the age of 15, I learned LIBRAS by living with other Deaf people who did not...
they attended special schools or came from places where signals were allowed.
In 2002, the Brazilian Deaf community received legal recognition of its language:
the Brazilian Sign Language - LIBRAS - Law No. 10,436, of April 24. From then on,
there was a need for the listeners, and not only for the relatives of the Deaf, to learn a
LIBRAS, as the Deaf were already working in the job market, studying in
at all levels, in colleges and even teaching classes.
This book is the result of many years of struggle, learning and effort to
conseguir com que os ouvintes aprendam LIBRAS com mais rapidez e eficiência.
Currently, I am studying Languages/LIBRAS at UFSC, and I teach LIBRAS classes for ...
small, medium, and large dams in the Curitiba region. These experiences
They motivated me and supported me to create this material together with my friend. '
Valdeci, whose main objective is to immerse listeners in the world of the Deaf.
I dedicate this work first and foremost to God. For without Him, nothing would be possible.
we would not be here gathered, enjoying, together, these moments that are so dear to us
important.

My mother Germília and my father

Benedito, who gave me life with
love; to my brothers Rafael Veloso
It's Julie Veloso, and my daughter Manon.
Veloso who encouraged me. Also
I thank the interpreter. of LIBRAS
Joseli Rosalina Simões by Apollo in
review of this book.

Thank you,
 Author's word
Ihadanormalchildhood,asIwasaverysmart,cheerful,playfulchild.
Icoudl hearperfectyl.At2yearsodl ,averycommonchd li hoodn
li ess,mease l s.
and a fal resulted in the loss of my hearing. A fact proven by doctors and that
ti radciayl changed my fie l and my famylis'. !¥:Js4 years somethn i g tragci happens
what saddens the whoe
l famyli: my mother and my ssiter, who si 6 years od
l , are sufern
i g sero
i usyl
accd
i ent durn i à Campn
i g a trp ia Grande-PB, cum
ln
ian
tig n
i the death of both.
Atthetm
i e,myfatherworkedn
i theMtilaryPocileandwasveryconcernedaboutmydeafness.
he sought schoosl for the Deaf and managed, through hsi commander, three years of
licensetotraveltoRiodeJaneiro,[Link]
n
i a Specai l School for the Deaf the INES (Nato
i nal Instiute of Educato
i n for the Deaf) that
Itwasconsd
i eredthebestn
i stiuto
i nfortheDeafn
i [Link]
that there were other deaf peope l kil e me n
i the wordl . !¥:JsS years od
l I asl o ddi
fonoaudiologia e consegui falar algumas palavras. Em Recife-PE, na escola especial onde
Ie l arned LLBRAS, soca i zil ed, made many fre i nds, and e l arned a o l t about the word
l.
andtheDeafcommuntyi.
In 1984, I met a Deaf fre i nd from Roi de Janerio who taught me a o l t.
sg
i nsthatIdd
i notknowatthem
ti [Link] factresute
l dni agreatel arnn
i gexpere
i nceforseveral
sg
i nsandcontactwtihotherDeafni dvid
i uasl fromdfierentrego
i nsofBraz,lialofthsi motvi atedme
administering to a group of listeners in João Pessoa-PB. I currently live and
I work in Curitba-PR.
each author has a way of
express your ideas and through
From these records, we made this book
that ao
l w us dfierent expe-
expere
i ncesn
i theteachn
i gofB
l [Link]
thesewereresearched,filmedand
anaylzedn i detalialofthe
existing signs, from the forms
more primitve signaling up to the
structure and grammatical rules more I

curentofB
l [Link]~eof I

Edenforustobrn
igourd
ieastogether,
Ireaziledmydreamoforganzin i ga
book of lBRAS, which wil provide
totheunvi erseofsiltenersabeter
learning.
Fristofa,lIwanttothank
o
t GodforbenigDea,fo
frtheLanguage
ofSgi nsgvi entomeandbyd i entiy
asadeafperson;!'Hehasaben-
I cry every day of my file.
Foralthni gsarefromHmi .ToHm i
lettheglorybeforever!Amen

Thank you,

1JaUed?1t:u4
 Technical Information

owhaté LIBRAS?
ALIBRAS (ungua Brasileira de Sinais) teve sua origem na Língua de Sinais Francesa.
Sign languages are not universal. Each country has its own sign language.
that suffers the influences of national culture. Like any other language, it also
it has expressions that differ from region to region (regionalism), which is legitimate
even more as a language.
Recognized as a linguistic system, LIBRAS is composed of all elements per-
related to spoken languages, such as grammar, semantics, pragmatics, syntax among
others, fulfiling the scientific requirements to be recognized as instrumental
linguistic power and strength. It has all identifiable classificatory elements
of a language and requires practice for its learning like any other language.
[Link]
deaf children of deaf parents establish that the early acquisition of the language of
Signs within the home are a benefit and this acquisition contributes to learning.
of spoken language as a second language for the Deaf.
Sign Language has a neural organization similar to spoken language, as
it is organized in the brain in the same way as spoken languages.

Because LIBRASé a language?

Research on LIBRAS has been developed, showing that this language is
comparable in complexity, expressiveness and has its own grammatical structure
like any other spoken languages, however, it uses another communicative channel, this
it's the vision instead of the hearing. LIBRAS is able to express subtle, complex ideas,
abstracts, thoughts, poetry, and humor. LIBRAS enriches your vocabulary with
new signs introduced by the Deaf community in response to cultural changes and
the ways of use, which change over time. Its users
we can discuss philosophy, literature, politics, sports, work, etc.
LIBRAS is the sign language used by the Deaf living in cities in Brazil.
where there are Deaf communities, but besides that, there are records of another language
of signs used by the Urubus-Kaapor Indians in the Amazon rainforest.
LIBRAS, like any sign language, is a gestural-visual modality language.
because it uses gestures and expressions as a channel or medium of communication
facial expressions that are perceived by vision. Therefore, it difers from the Portuguese Language,
what is a language of the oral-auditory modality, for using as a channel or means of
communication articulated sounds that are perceived by the ears. But the diferences
they are not only in the use of diferent channels, but also in the structures
grammatical of each language.
 Parameters of LIBRAS
Manual alphabet: it is the spelling of words with the hands. It is highly recommended.
spell slowly, forming the words clearly. Among the spelled words, it is better
take a short pause or move the right hand to the left side, as if to
pushing the already spelled word aside. Normally, the manual alphabet is
used to spell out the names of people, places, labels, etc., and for words
[Link]
the letters of the oral alphabet of a country. Each letter does not mean a signal, but only the
lyrics of the spoken language
• Social, regional, or situational dialects: UBRAS presents regional dialects,
what reinforces its character as a natural language. In social dialects, the evaluations in
hand and/or movement settings do not change the meaning of the signal. As
For example, we can mention the GREEN signal, which is diferent in Rio de Janeiro, São Paulo, and
Curitiba. These are historical changes that occur in the signal over time, as
the customs of each generation that uses it [Link] an example, we give the signal
[Link]
from diferent regions claim a few diferent signs for their needs of
communication. the signals are created according to the needs of each group, however,
There are some more general signs that, when created, end up being incorporated.à language.
Iconicity the arbitrariness: The visual gestural modality by which the
UBRAS is produced and perceived by the deaf, often leading people to think
that all signs are the drawing in the air of the referent they represent. It is given that, by
due to its linguistic nature, the realization of a sign can be motivated by the
characteristics of the reality data referred to, but this is not a rule. The great
The signage of UBRAS is arbitrary, having no resemblance whatsoever.
with your reference.
• Iconic signs: are signs that bear resemblance to the person or object
that refer to. Some UBRAS signs also resemble the image of their meaning.
Ex.:TELEFONE,CfJSA,XÍCARA,COMER,CARRO,MOTO,CALOR.
iconic signs are not the same in all languages. Generally, each community
observes diferent aspects of the same reference (person, object, place...) and represents them
through its own signals in a conventional way.
Signs: signs are formed from the combination of shape and movement.
the hands and the point on the body or in the space where these signs are made. In the languages of
signals can be found the following parameters that wil form the signals:
Configuration by hand (CM): it is the shape that the hand takes during execution
of a signal. Linguistic research has proven that in UBRAS there are 63
hand configurations, since the manual alphabet uses only 26 of these for
represent the leters (FERREIRA BRITO, 1990). For example, the signals AIRPLANE, APOLOGIZE,
AVOID,ELECTRIC,AGEandPERFUMEhavethesamehandconfg i urato
i n(wtihthe
CMY'i,but they are diferent in their point of articulation and movement.
Articulation point: it is the place where the predominant configured hand fals
that is, it is the place where the signal is made, being able to touch some part of the body or be in
a neutral space.
 • Movement: Signals can have movement or not. For example, EM signals.
PRESENTED do not have movement; The signs AVOID and WORK have movement.
Facial and/or bodily expression: Facial/bodily expressions are from
fundamental to the real understandni g of the sg i na,l gvi en that the n i tonato
in n
i
sign languageé made by the expression fadal. For example, the signals HAPPY and SAD.
Orientation/Direction: The signals have a direction with respect to the parameters.
adma. Thus, the verbs GO, LETS i gà direness.
' GO, COME, FLY, appyl regardn

LIBRAS conventions
The notation: the signs in UBRAS, to simplify the demonstration, will be represented
IN PORTUGUESE IN UPPERCASE.
Forexampe l ,thesg
i ns:HOUSE,CAR,ROOM.
• Dactylology (manual alphabet): used to express names of people,
places and other words that do not have a sign wil be represented by the words
separated by hyphen.
Forexample:E-D-E-N,V-A-L-D-E-e-I.
•The verbs: wil be presented in the [Link] agreements and conjugations.
are incorporated in the signage.
Forexampe l ,thesg
i ns:doYOULIKECOURSE?(Doyoukilethecourse?)
NAMEYOU~(Asé Whast' your name?), HOW OLDAREYOU? (How odl are you?)
Thesentenceswliobeyà structure of UBRAS, and not that of the Portuguese Ungua.
• The personal pronouns: I, YOU, HE, SHE, WE, YOU (pu
lra)l, wli be represented by
pointing system. Point in UBRASé culturaly and grammaticaly accepted.
~ Communicating correctly with the deaf

1 - Speak clearly and directly.

mindfully and slowly with the
[Link]
lips facilitate communication.

2 - Do not look at the other

side when talking. The contact
visualé important in the comu-
communication.

3 - Lip reading becomes

it's harder if you gesture
a lot or has any object
infrontofthelips.

4 -Clear environment and good vi-

visibility is important for
a good understanding.
 S - No need to shout. Speak.
in a normal tone of voice.

6 - The deaf cannot perceive

changes in tones or emotions •
through the voice.

7 - It is necessary to be expressive
to demonstrate your feelings
terms of service.

8 - If you do not understand

what a deaf person is
speaking, do not be ashamed
to ask again and not
lose patience.
 9 - Always ask to repeat
and, if necessary, to write.O
more importanté that there is
communication.

10 - If you need to speak with

a deaf person, call them
her attention touching on your
arm.

11-It'snousecallingit
long.

12 ~ The visual alerts are

always very useful for the in-
[Link]
the Surdo wil have a greater
difficulties.
 That's whyé It's important to remember that...

~ o É incorrectsayDeaf-Mute [Link],

~ because deaf people do not have any deficiencies or limitations in the apparatus
Funder. Delete this idea. It is a pejorative term, inappropriate and without scientific basis.
Many Deaf people do not speak because they have not learned to speak, some do reading.
labial and others not. The Deaf can learn to speak if they are stimulated along with
speech therapist professional.
oIt is incorrect to say that the Deaf is illiterate, for he isliteraten i UBRAS.
o When you want to talk to a Deaf person and they are not paying attention to you.

you, wave to her or gently touch her arm.

oWhen speaking with a Deaf person, speak clearly.

pronouncing the words well, but don’t exaggerate. Use your normal speed, unless
that they ask him to speak more slowly.
o Use a normal tone of voice, unless asked to speak louder. Shout.

it never helps.
o Speakdirectlytotheperson,nottothesideorbehindthem.

o [Link].à

mouth makes lip reading impossible.

oWhen talking to a Deaf person, try to stay in a well-lit place. Avoid being
against the light (from a window, for example) as this makes it dificult to see your face.
o Ifyouknowanysignlanguage,[Link].

In understanding, wil notify. In general, your attempts wil be learned and encouraged.
o [Link].

of voice that indicate feelings of joy, sadness, sarcasm or seriousness, the expressions
at a distance, the gestures and movement of your body wil be excellent indications of what you
means.
oWhile you are talking, always maintain eye contact; if you look away..
looking at the deaf person may think that the conversation is over.
o If you have difficulty understanding what she is saying, don't hesitate to

ask them to repeat.

o Generally, Deaf people do not mind repeating as many times as necessary.

so that they can be understood.

o Ifnecessary,[Link]!

The method is not that important.

o When the Deaf person is accompanied by an interpreter, addressà person

Deafness is not to the interpreter.

oSome Deaf people prefer written communication, some use coded language and
others prefer their own codes. These methods can be slow, require a standard
andconcentration.
o Try to remember that communication is important. You can keep trying with questions.

whose answers are yes/no. If possible, help the Deaf person find the right word.
Thus, he wil not need to exert so much effort to get his message across.
 Curiosities about the Deaf and LIBRAS
o o The 2000 census counted 5.75 million deaf people in
Ba
r,zo
lifwhcih7963,44ae
r upto24yeasrodl.
o n
Ih
te2000schoolcensus,theexsie
tnceof50specailschooslwasdsicolsedfor
Deafpeopel,thee
r wee
r 344Deafindvdiuasi
lnBa
riznu
li nvieisrti,3%oftheDeafcompeletdthe2nd.
grayand01
.%compele
tdhgihereducaoitn.
oThere is the UBRAS (Sign Writing). Which is similar to Mandarin Chinese; isn't it?

o
lca
sylifltlusedbyh
teDeafhereniBra,zh
lioweveth
,riasareladybeenresearchedandpub
cziled
byschoalrsni h
tefeidl oflnigusicitsandisacurciualrdsicpinileattheFederalUnviersyti ofSana
t
Caa tnria(UFSC)inthele .JtasU/ BRAScourse.
o A pproxmi ae tyl 30% of Braaziln
i Deaf nidviduasl do not have a sasita
fco
try command of h
te
Pourtgueselanguage.Theremaninig70%canreadPou rtguesebutdonothaveundersa
tndnig.
conetxu taziled ni h tsi alnguage.
o The majority of the Deaf do not have a deep understanding of written Portuguese, as their
Nau
traalnguageisUBRASslk.'tIiesomeonewholearnsanoh
terlanguagebutdoesnothavetheoppou
rtnyt.i
ofpraccitnigi,tspeakandON
l rd
i a.
o Thee
r ae
r someDeafindvdiuasw
l hohavelean
redtospeaktho
rughvocalvbia
roitnsandtoundesratnd.
whatisspokenthroughlpi [Link]'oraziled.'
o A Deafpersonwhohasproce ifncyniboh
tUBRASandPourtgueseLanguagesiconsdiered
bilingual.
o ThosewhoaernoD
t eaa
ferecd
lalh
"enag
irn"h
itedeacfommu
[Link]
oBra
aizlnielgsa
io
litno
fh
rteaccesystb
io
ln
ifdvd
iuaslwh
tidsia
eitb
silioneoh
tfemosa
tdvancednih
tewodrl.
o B raa
zilinlegsialoitndee
trmniesthatpubcil admnisirtaoitnbodeis,companeis
pubcil servcie provdiers and nifancail nisu tioitns shoudl wavie ae tndance
pro
i rtzied n
i UBRAS for the Deaf (Decree 5.296/2004).
o n
I Braz,liaccordnigtoh
tecensusoftheBraazilnI
i nsu
titeofGeographyandSa
tscits(B
I GE),
conduce tdin2000,coune td245.m oilinpeopel wh
ti dsiab
[Link] ts,152
.moilinin
[Link] t LawNo.82139 /1,companeiswh ti morehtan100empolyeesarerequre id
toprovd ieaprogressviequotaof2%to5%oftsi vacance isforpeope
l wth i dsiabe
tilis.
o Approximately 1,053,000 children under 18 years have some degree of deficiency.

audotiry,wh ti aprevaelnceindexof161 . per1000(BessandHumes1995).

oApproximately 0.1% of newborns are born with severe and profound hearing loss.

(Norhtem e Downs, 1991). Thsi ytpe of hean rig olss si sucifeinylt severe o t prevent h
te
acquo
sitinoforallanguagethroughthesenseofheanrig.
o Appo
rxm
i aetyl 90% of cd
hle
rin who ae
r sevee
ryl deaf and po
rofundyl deaf ae
r cd
hle
rin of pae
rnst.
sie
ltners (Noh
rtem and Downs, 1991).
o M oreh
tan4%ofh ternigsconsdieredhgihrsikaredaignosedascaerirs.
ofmoderae
to
t proofundheanrigimparm i ent(ASHA).
o ThePou rtgueseSginLanguage(Pou rtga)isM
l erene
t [Link] rtgal
woudl notbeabel o
t communciae t wh
ti aBraazilnD
i eafpersonimmedaie tyl;boh
t woudl haveto
elarn h
te sgin alnguage of each counrty.
 Suggestions for when you encounter a Deaf person...

oMany hearing people get confused when they encounter the Deaf. This is normal.
We all can feel uncomfortable in front of the "different". This discomfort
it diminishes and may even disappear, as there are many opportunities of convocation

interaction between Deaf and hearing people.

o Don't pretend that the difference doesn't exist! If you relate to a
Deaf as if there were no difference, will be ignoring a characteristic.
very important so. In this way, you will not be relating to him, but with
another person, one that you invented, who is not real.
oAccept deafness, it exists and you need to take it into account. Do not underestimate it.
the possibilities, don't underestimate the difficulties.
oThe Deaf have the right, can, and want to make their own decisions and take charge.
the responsibility for your choices. The fact that he is Deaf does not mean that he is
better or worse than a listener. He may have difficulty to carry out some
activities and, on the other hand, may have extreme skill in other things. Thus
like everyone!
o Most Deaf people do not mind answering questions, especially
those made by children, regarding their life and how they perform some tasks.
But if you don't have much intimacy, avoid asking very personal questions.
oWhenever you want to help, offer help. But always wait for your offer to be accepted.
before helping, also ask for the most appropriate way to do so.
oDo not take offense if your help is declined, as Deaf people do not always need it.
of assistance. Sometimes, a certain activity can be better developed without
assistance.
o If you do not feel comfortable or safe to respond to the request better of a
Sure, feel free to decline. In that case, it would be advisable to look for someone else.
that can help you. You should not be afraid to do or say something wrong. Act with
naturalness and everything will be fine.
o If an embarrassing situation occurs, a good dose of delicacy and sincerity
good humor never fails.
o The Deaf are people like you. They have the same feelings, fears, and dreams.
o Never throw objects or crumpled paper at a Surdo. If you need to speak, call.
his/her attention lightly touching your arm. If the Deaf person is facing away, have
the care not to touch in a rough way, avoiding a scare.
oAvoid wearing dark sunglasses when talking to a Deaf person; this can
make it difficult to read your facial expressions.
oDo this, you will see how important and enriching it is to learn to coexist.
with diversity!
 The characteristics of the Surdo

......t..
-,..
Based on the impressions received by the senses, that man
broadens your perception of the world, formulates concepts, and gives meanings to the

aspects related to thought and reason.

When there is a deficiency in one of the senses, the world of experiences is affected
in such a way that it can hinder a person from receiving important information to
its development intellectual, emotional, and social. When in the absence of one of the
senses, experience and perception are developed in a different way, O
that will bring about behavior characteristics that are inconsistent with the standard, except for

that access to information be made available through other means.

For a person who is a hearing individual and loses their hearing in adulthood, being deaf is a

very painful experience, as she knows the value of hearing and becomes deprived of it
of the many benefits that hearing brings.
For a Deaf person, whose deafness has already become part of their life, music, background music

in a movie, vehicle horns, a dog's barking and so many other things that we pas-
Just like common things, they simply do not exist. The world of the Deaf is basically
visual. These sounds do not reach him and, if they do, they can cause pain or discomfort.
The deaf person is, above all, someone who has the same basic needs.
of a listener, with the same rights to enjoy their space in the family and in
community. Generally, however, the following characteristics are observed:
There is no causal relationship. between deafness and mental disability.
The Deaf have very rich communication through understandable gestures. e
expressões, mas, alguns, não são compreendidos, being destined for abandonment and
isolation, which will compromise its development .
The learning of a deaf child may be slower, as they do not receive the
same amount of stimuli that a hearing child receives, which hinders their
perfect formation of concepts, requiring, therefore, a special education
given and directed, in which all available means are allowed for the
development of your competencies.
• Uses visual senses on a large scale (they have sharp photographic memory,
theycanbetervsiuazilethescenarois,m
i age,coolr,frame,focus,gilht,sharpnes,theynoctie
The details of the objects are great for observing behaviors. and read expressions
corporal) and tactile/kinesthetic (they are able to process their sensations by remembering more
fromyourvsiualexpereinces,touches,tastes,smesl,emotoins.
The shyness, inhibition, and distrust of the Deaf stem from the fact that he sometimes,
not understand perfectly the conversations, the codes accompanied by laughter,
etc., from spoken language. Thus, anyone feels the same when they are next to
from another or from a group of foreigners, whose language one does not master.
They are highly sensitive to visual stimuli and movements and become very
attentive to facial expressions. The explosiveness and aggressiveness of many Deaf people are
related to the misunderstanding they feel from the people around them,
not used to responding to requests made through a non-verbal channel.
oThe pre-linguistic Deaf have great difficulties to communicate sem
to be in Sign Language and its reading and writing ability is very impaired.
oThe problems and needs of the deaf are different from the Deaf
pre-linguistic and sometimes even antagonistic.
o In general, one is either super protected or rejected by the family environment.

o The Deaf person is a bicultural being, meaning they are part of a minority cultural group.
and, at the same time, participates in a mainstream culture, that of the listeners.
o Some Deaf people feel harmed by the paternalistic way of hearing people.
to help them.
oSome Deaf people feel wronged when hearing individuals decide the way
how they should coexist with deafness and how they should communicate.
oAlthough the Deaf, supposedly, be silent and dwell in a world of silence,
he can, if he wants, shout very loudly, perhaps to attract the attention of others
people. if they talk, they can talk very loudly and with poor modulation, since some
they are not able to control their own voice by ear. Finally, it can produce sounds
involuntary and often vigorous of various types, movements accidental of
vocal system, unintentional, nor controlled, tending to accompany emotion
and excited communication. These movements can be perceived, always in groups.
greater, in informal relationships, where there is freedom of expression, without censorship and

blockages from the listeners surrounding them.

oThe Deaf person has UBRAS as their first language and uses this language through
channel see gestural space.
Educational Approaches
Although there is no survey deeply involved in educational issues that
involve the academic performance of Brazilian Deaf people, we can affirm that
approximately 10% of deaf adults are literate in Portuguese and the average
the reading and writing skills of high school students are not compatible with their level of
training. The professionals and the Deaf community recognize the educational shortcomings
that prevent the Deaf adult from competing in the job market.
Publication and data from the National Federation of Education and Integration of the Deaf
(FENEIS) regarding school performance in 1995: 'Through research conducted by
professionals from PUC Paraná in partnership with the National Center for Special Education
(CENESP) published in 1986, in Curitiba, found that the Deaf presents many
difficulties regarding prerequisites as for education, 74% do not reach
to conclude Elementary Education." According to FENEIS, Brazil has approximately
5% of the total Deaf population studying in universities and the majority have difficulties.
in dealing with written Portuguese.
 General principles for the student
To the student: To unlock your active performance, you will need to
o
thaveh
tedesreiandh
teoppou
rtnytio
tcommunciae
tniUBRAF
.orh
tsih
t,egudienilesme0
t-
Beo
lwaretheprn
icp
ie
lsthatwg
liud
ietheteachn
ige
/larnn
igofthsia
lnguage:
Avoid talking during the class:
Duoeh
taefh
tcgasin
talnguageu
sh
setevsuigaelu
strcahlanm
n,elanyhean
rigu
stdenst
h
teyaree
tmpe
tdo
t speakni youralnguagewhelirtynigo
to
frmuale
t awordorphrasenih
tealnguageh
tat
Theau
yltrT
n
ed
icoan
rtgem
h
[Link]
aneritfn,scu
h
[Link]
acit,
muu talcodnigthatharmstheprocessofelarnnigasecondlanguage,sniceeach
eachhastsi owngrammactialstructure.
Use writing or body expressions to express yourself:
h
dth
au
od
ectf,on
trseh
A
oitavfaecotmman
ah
n
d
tleogu
h
fm
td
seagen
,ved
atib
oty
anau tralinsecuytri,ise
tmpe
tdtousetherio tnguetoasktheteacherortheri
cnelgasorwhatcannotbelearnedimmedaie [Link]
tlrnavitetoavodih
tsinie
te
rfrence.
tisi theuseofbodyli andfaca ilexpresso
inbasedonthecontext.
Don't be afraid to make mistakes:
Mistakes should not be understood as a failure, but as a learning process.
Havecodnien
fcn
eiyn
[Link]
caiert,orsarepresb
n,u
ttconexth
pelost
unadn
tersh
dtcoemm
[Link]
ti
Awaken attention and visual memory:
Asspeakersofora-a l udo
tiryalnguagestendtoo fcustheriae
tnoitnmoreonthsi
canaél necessary effort forthe development of visual perception of the [Link],
afadalexpressoin,asubeltchangeinhandcongifuraoitnarertastih
tatcanae
tlr
h temeannigofh temessage.
Always fix your gaze on the face of the message sender:
tdniumneutral spaceà onrhnfiotsefsiubeh,utretexpersosnis
Sginalnguagesareacirtuale
Fco
itiusandcorporeaclanspecyfiytpesocfioitnsandadverbaie
l [Link]
stIiaalckofeducaoitno
tolokawaywhelisomeonesispeaknig,astriepresenstdsinie tresntih teo tpci.
Pay attention to everything that is happening during the class:
hethw
tud
n
etisaon
fiatosn
crvehantu
dn
etsh
raenotw
h
raceitheton
fiatosn
crvehtootnin
ettP
aty
h
[Link]
tnigislearnnig.
• Demonstrate involvement with what is being presented:
n
h
ed
[Link]
etih
ecrstaron
t,sgnan
lisan
oiT
d
tre,cixeh
sp
oru
alghaicn
hfoetd
aof,
rom
f htemasegehtaytouaed
n
u
rtes,ind
an
etrsn
dgihtsh
actincn
ou
iteyou
gnrgisal
(phacit u fncoitnoflanguage)
Communication with classmates in UBRAS:
Evendu nrigexratcucu
arh
ilon uaoirn
sohtcoernecxa,tn
w
alap
ysacern
icetadrlh
nte
advan
agtesokfnow ngianisnlguoarfegxa,m
n
kagiltroep
:m
fl an tsodrcew
,ihenhtemasege
m
It ub stedscrie.t
Engage with the deaf community:
L
an
lkiglaeu
laegalernein
g,gagemen
w
thcu
itrlaendu
vsem
riyspoartn.t
k
eocm
satyrn
soecpaoln
h
.siw
aen
ihvsd
em
ritasn
eIh
d
lctoru
ad
sotg.h
evtsitiT
o,erh
fer
w
htd
eiob
etan
feoib
rteU
acltBRAcS
on
e,esqu
heayn
,vlatebp
rteorfmance.
linguistic.
 In Egypt, according to ancient Jewish laws, the deaf were only protected, but
Ceram considered privileged creatures, sent by the gods.
you It was believed that they communicated in
go secretly the gods. There was a strong feeling
humantairainandrespectfu,ltheyprotectedandtaxed
hadd
afh
eH
tpo.w
,herivtseod
afh
etot
niaveciftialndwerenoteducaetd.
 Socrates
The Greek philosopher Socrates asked his disciple
Hermogenes: "Suppose that we have neither voice nor tongue,
and we want to indicate objects to one another. Shouldn't we,
like the deaf, to make signs with the hands, the head, and the rest of
body?
"way, Socrates?" (Cratylus by Plato, disciple and chronicler).

Hippocrates
Of philosopher Hippocrates,
associated the clarity of the

word with mobility

of the language, but said nothing
about the hearing.

ophilosopher Aristotle (384 - 322 BC)

I believed that when a person did not verbalize,
consequently did not possess language nor
thought. He said that: "... of all the sensations, é
the hearing that contributed but for intelligence and the
knowledge ... therefore, the born deaf become
foolish and naturally unable to reason." He
I found it absurd the intention of teaching the deaf to speak.

JesusChrist
In the New Testament through Jesus.
ethey brought him a deaf person who spoke
hardly: and they begged him to put
hand over him. And taking him outà part of
among the crowd, he put his fingers in her
ears; and, spitting, touched his tongue.
Lifting his eyes to the sky, he sighed,
and said: Efatá, that is, Be opened. And immediately
they opened their ears, and the prison of
the tongue dissolved, and spoke perfectly.
Mark 7:32-35

They didn't give dignified treatment to the deaf, they were

strange subjects e reason of curiosity yes

society.
The deaf were prohibited to receive communion
for being considered incapable of confessing their
sins and there were also biblical decrees against them
the wedding of two deaf people, only being
allowed those who received authorization from the Pope.
There were laws that prohibited the deaf from receiving
inheritances and voting and, after all, all rights such as
citizens.
 Justinian
In Rome, the deaf were considered people.
punished or enchanted. The issue was resolved.
for abandonment or physical elimination. They played
the deaf in Rio TlQer. Only those who were saved
did those whose parents manage to survive
they hid them, but it was very rare. They also made the
slaves forcing them to spend their whole life
inside the wheat mill pushing the crank.
With the Justinian Code, the degrees of hearing impairment begin to be distinguished,
but the deaf could not be educated.

Bartollo of the Marca d' Ancora

Lawyer and writer of the 14th century makes the first
allusionà possibility
for the deaf to learn
through sign language or spoken language.

Girolamo Cardano (1501 - 1576)

Despite being a philosopher, he recognized the ability of the deaf-mute.
reason. He asserted that "...deafness and muteness are not the impediment
to develop learning and that the best means of
deaf people to learné through writing ..:' and it was a crime
do not instruct a deaf person. He used sign language and writing.
with the deaf. Became interested in the
study of the ear, nose, and brain
because your son was deaf.

Rodolfo Agricola (1494 - 1555)

Met a congenital deaf person who understood
writing and expressed himself through it.

Melchor de Yebra (1526 - 1586)

Franciscan monk Yebra, from Madrid,
was o first a to write a book
called 'Refugium' Of the Sick what
describes eillustrates an alphabet manual
from the time, published seven years later a
his death.
Yebra used the alphabetmanual for
religious purposes when promoting between
the deaf people understanding of subjects
spiritual.
It is a document rare, with illustration
of the manual alphabet of the time.
Another representation older than
The Manual Alphabet is the one in the figure on the side.

Venice, Italy, year 1579.

Let's observe the evolution of reproduction
from the image by the position of the letters in

three ways.
At this time, only the deaf what Source: Radutzky (Engraving of
they could they
speak had the à wood extracted from the work of Cos-
right
inheritance. more Rosselius 'Theasaurus')
 The name 'Dactilology' was invented by Saboureaux de Fontenay, a deaf student.
From then on, the manual alphabet was introduced in several countries with modifications.
acordnigoth
tenilgcuistisn
pilgeandcutlreofeachcounrty.
O dlhandhdelmemoryysem tsh,trevarn
[Link]
tn
gyrilalpuh
sb
ied
lni
T
'hesaVJVSAcroiftsaeMemoraien ,i'Vencie.
. - '<I.~
"";{'.'-;..
••
~ ~ . ," ~ ' ~ '
,~
-v' Pedro Pone t de Léon (15201.584)
..~_~,"ti'~'.~. Benedcinite monk rfom Oña, Spani.
Y'.'Established the first sc"'~1
hool for the deaf
.- ' ...•,.
•."...~
• JII. C-$'.
. ni amonase tryni [Link]
./... . atughtLanit,Greek,andIatiln,concepstof
phycsisandasrtonomytoh tetwodeafbroh ters,
FranscioandPedroVaelscom
, embersofa
Important family of Spanish aristocrats.
Francsioconqueredh tergihttoreceviethe
naih
tnericasmarqu
siofB
an
erlgerandPedro
He became a priest with the permission of the Pope.

Léonéconsd i eredthepoorteacher.
In deaf hsitory,tsi work served as a foundao tin.
fordvier=[Link]-
From the begn i nn
i g of deaf educato i n. Educated.
chd
lirenofrOOreswhowerebornwth i probelms
audto
i ry. fi they were the chd
liren poriogentD
i s and
Theywoudlnrte'cevieh
tenihea
trinceh
tfieyddinst'peak.
ofLe
.onusavaoomomeoldoo Igaio
tdadolibgai,
esatia and orazilato
i n. Later, he ao iu a
esroa
l fordeafteachers.
Heddi notpubsilhanyh
tnigni hsie
film
it eandae
tfrhsideah
t,hsimeh
tode
fn
lio
t obscuytri.
Mento. The trado tin at the m
ti e was to keep secrets about the methods of educan
tig the deaf.
om
cotm
gn
.esiatm
cesun
tiofysad
euysalm
tn
Ieiontk
B
csn
d
ei
amongthem,n i ordernottovo ia
l tethestrcitvowsofskiêndo.

In Spain, Bonet started

education with another member
,D
m
soL
,íoucsalV
m
F
eaem
hB
oirtffaed
throughsignals,trainingof
speechandtheuseofthedactylap
l habet.

t
Hewassosuccessu
fh
tlah
tewasapponie
td.
by Henrcio IV as M
' arquês'
byFrenzo
 Juan Pablo 80net published the first book on the education of the deaf in which
he presented his oral method, 'Reduction of letters and art to teach speaking'
to the deaf': in Madrid, Spain. 80net also advocated for early education of
manual alphabet for the deaf.
Your method served as a basis for all of Europe (Pereire: countries of line-
originated from Latin, Amman: German language, WalJis: British Isles.

John Bulwer (1614 - 1684)

British doctor, famous for his studies on
deaf people. When observing two deaf individuals conversing in sign language

gestural, Bulwer understood that sign language was

essential in the education of the deaf. He was the first English to
develop a communication method between listeners
and deaf.
Hetriedtoestablishaschoolforthedeaf,withoutbeingverysuccessful.In1644,hepublished
The natural language of the hand and the art of manual rhetoric that advocates the use of
manual alphabet, sign language and lip reading, idea advocated by George Dalgamo
years later.
John Bulwer believed that sign language was universal and its elements
iconic constituents. It also stated that sign language was capable of expressing
the same concepts as spoken language.

John Wallis (1616 - 1703)

FollowthemethodsofBanet
Considered the founder of
oralism in England.
I designed to teach the J
deaf speak. ~
UsedSignLanguage(ron-
highlighted its important use
para ensinarOSSurdos).

George Dalgarno (1626 - 16B7)

Intellectual interested English in trouble
Linguistic. Native of the city of Aberdeen
(England), worked in Oxford, in collaboration
with John Wilkins.
Dalgamo was a tutor of a deaf man who
proposed a linguistic system to be used by the
deaf. This system is stil used in the U.S.

Johann Conrad Amman (1669 - 1724)

Swiss doctor, developed and published a mé-
Pedagogical purpose of speech and lip reading: 'Deaf'
Laquens. Created German oralism movement (deaf)
he was unfortunate, not much different from animals). 5eguia
ideas from 80net and Wallis.
Published a book on education model for
deaf in Germany and at an institutional level, which was
initiated by Samuel Heinicke (1729 - 1790).
 The speech had special powers. In
voice resided the breath of life, the spirit
Idea God
It was against sign language - 'atrophy-
goes to mind." However, he used signs and
the digital alphabet as a tool for
achieving speech.

Jacob Rodrigues Pereire (1715 - 1780)

He was probably the first teacher
Spanish for the deaf, the pioneer in teaching to
deaf in France. Oralized his deaf sister
and used speech teaching and exercises
auditory with the deaf.

••••
of Sciences
recognized the great progress
reached by Pereire: "We don't have
no difficulty in admitting that
the art of reading labial with your
recognized limitations, (...) will be of
great utility for other deaf people
of the same class,(... ) as well as the
manual alphabet that Pereire uses.

Samuel Heinicke (1729 - 1790)

O "Pai do método alemão" - Oralismo Puro -
it started the bases of oralist philosophy. A great value
was attributed onlyà speak, in Germany.
Samuel Heinicke published a work 'Observations'
about the deaf and about the word.

In 1778, Samuel Heinicke founded

the first school of pure oralism
in Leipzig, an independent city
from the state of Saxony, in Germany.
Initially, your school had 9 students.
deaf.
Emcarta, Heinickenarra: "My students are taught through a process
easy and slow to speak in your native language and foreign language through a clear voice and
with different intonations to enhance your comprehension skills.
 Chao1esMcihelLE ' pée(1712-1789)
Abade LE ' pée si very wel known n i the hsi tory of
educato i n of the deaf. Met two twn i ssiters
surdswhocommuncaietdh
troughgeu
stresS
.atretdand
mnaitedconatcw
htihtenedyandhumb
eldeafpeop
eh
ltat
they were wandern i g through the ctiy of Parsi , tryn
i g to e
l arn
your means of communciato i n and cary out the frist
seriousstudiesaboutsignlanguage.
orw
h
n
ieth
n
id
eh
tau
rfom
tcnh
sw
JP
oru
itor,.ei
thecombinationsofsignlanguageandFrenchgrammar
signaled, caled "Methodical Signs". LE ' pée
received a lot of criticism for his work, mainly
two oralist educators, among them, Samuel Heinicke.
In France, Abbot Chare
l s Mci hel
de L'Epeé carried out the first
seroiussu
tdeisaboutsginlanguage.
I defended that sign language
constitutes the natural language of the
deafandwhaét a true means of
communication and development of
thought.
Published the first dictionary of
signs.
AbbotChare l sMci heldeE
'l péepubsil hedabout
teaching the deaf through methodical signs:
The true way to instruct the deafAbbot n•

pthe
ut syntactic rules and also the manual alphabet
invented by Pablo Bonnet and this work was later
completed with the theory by Abbot Roch-Ambroise
Sicard.
In1789,theabbotCharei sMci heldeLÉ
' pée.
At the time of his death, he had already founded 21 schools.
forthedeafni FranceandEurope.

Thomas 8rad i wood (1715 - 1806)

He oflwed Wsa'il work S (peech: h
te key ot reason.)
Founded hte rifst school ofr speech correcoitn ni
Europe ni Edniburgh w
(retin words - meannig and
pronunciation and Orofacial Reading (LOF) and Digital Alphabet.
 At the Braidwood Dumbie House,
Thomas Braidwood established the first
it is also for the deaf and for children
incapacitated in England. He taught
05deafindividualspronouncingthespeechofwords,
value2totheoralreading.
Disabled children were isolated
intheroom.

oproject for the development of special schools for disabled children

it began in 1750. Soon the first private school for children was founded
deaf people in England. The public institution of
London supported the education of deaf children
disabled and poor.
It was opened in Bermondsey, London, in
1792, the public institution that separated the deaf
of other disabled children. The poor children
those who had no parents were treated and educated
similarly to the deaf and disabled.

Abade Roeh Sieard (1742 - 1822)

It was trained by Charles Michel L'Epée to be
deaf professor and ended up being appointed as director of
school. In 1782, he opened a school for the deaf in the city
from Bordeaux, France. Wrote about signal theory
He found the sign dictionary very complicated.

Tommaso Silvestri(1744 - 1789)

In Italy, Abbot Tommaso Silvestri, who knew
and learned from L'Epée's methods in 1783, founded
the first school for the deaf, in Rome. From the
writing of Sifvestri's works, it is known that the use of
the method was designed for teaching speech and lip reading,
using signals as the main form of communication.

Charles Green (1785 - 1870)

First American at Braidwood school. His
father fought for the establishment of a school for the deaf
in the USA from an oralist perspective.
Despite her son's success, when she returns
in the USA, the idea changes conception and he begins
believe in Sign Language.

Jean Mare Gaspard ltard (1774 - 1838)

French surgeon and alienist psychiatrist, Jean
MarcItard resident doctor at the National Institute
of the Deaf in Paris.
Studied alongside Philipe Pinel, following the
pensamentos do filósofo Condillac, para quem as
sensations were the basis for human knowledge
and that recognized only external experience as
source of knowledge.
 Withinthisrequirement,eliminationof
"decrease"ofdeafnesssothatthedeafcoudl haveaccessto
knoweldge. Whti PhüJi>.' what was consdiered dfeirence
pasoo. 5e"lrecognzied man dsiease and, hterefore, ailbel ot
treatment for its eradication and suppression of thee'[Link]'These
twopilarsabout05whichltlrdrebuildsitsknowledge
[Link].r
themaincausesofdeafness,
 othe deaf began to be seen as a sick person and, therefore, all attempts
possible (and impossible) to eradicate them were valid, leading to suffering or
evenà death.

In 1821, ltard published the book "Treatise on diseases of the ear and hearing".
in which he considered the deaf person primitive from an emotional and intellectual [Link]
the only hope to "save" the deaf would be through the development of speech,
that would transform him, and this could only be done through articulatory training
and the restoration of hearing. If hearing were restored, speech would also be.
Choosesomestudentsfromtheschool
what considered as "JX>dendose
benefti from the work" and carre
i d out a
intenseauditorytraining(detect
sounds, rhythm perception, pitch,
discriminationofvowelsandconsonants,
Thiswholemessdidnt'help.
in the development of speech. Passed
so training the speech directly.
This made the students speak, but k>go
foundoutthattheydidnotdoitnaturallyand
source. Hsi proposal was the transformato
i n of the deaf
I am a listener. The absence of fluent speech did not help.
its purpose and he blamed the sign language used
atschool.After16yearsofattemptsandexperiences
frustratedbyoralizationandremedyingdeafness,without
toachievethedesiredgoals,surrenderedtothe
thefactthatthedeafcanonyl betruyl educated
throughsignlanguage.
Until today there is a reflection on the
"medicalization"ofthedeaf,inwhichdeafnessistreatedasa"disease",withpromises
of road and rehabilitation.
Developed the first attempts of
to educate a twelve-year-old child,
called Victor. He claimed that the deaf could
be trained to hear words. ltard was the
responsible for the classic work with Victor,
better known as the "Wild Boy of "
Aveyron" (the boy who was found living
together with the wolves in the Aveyron forest, in
on the outskirts of France. Apparently the victim of a
attempted murder with mental harm
irreversible and left in the forest to die.
 Reo:Knownasthefrsitschoalrtousesyse tmacitmeh
todsforteachnig
ofthedecfie
ince
is,hewassurethatthen iteg
ilenceofhsi pupliwasteachabe
l.
Compared the behavior of this one to that of an animal due to the lack of
onain
ztd
ieoan
u
[Link]
Ath loughitdd
i notsucceedwth
i the
di
w nà
olnr
iatle Frenchan
lguargyIte,
otprovethatVciotrs'senseofmemorywas
vyre xeh
da.u
tsY
our pu
lpimanagd
e otaen
rl howot
OhGod
n
.rh
oafow
d
srh
oetdezn
igocerh
erh
ew
n
teh
vop
rw
satI
what I was writing.

Could not give Victor the ability

tospeakwasthegreatfrustrao tinofta
lrd,whose
the doctors' reputaotin sufered a bt,i but
influenced special education with its
adapa toitn program o t h te envroinmen.t Mnmava
h
tattheteachnigofsginlanguageimp
eidlnih
te
stimulus of memory perception, attention
Two senses.

Sn
icetheywerewrtien,between1801and1805,thereportsofJeanItardhave
knownsvu
ep
iocsew
ileoclfedbyrcoes.d
veir
Danitgbacknearyl w
t ohundredyears,Jeanatlrds' reporst connitue
extremeyl current and provocavtie.
 Joseph Mare i Baron de Gérando(1772 -1842)
Hebee ilvedn i thesupero
irtyi ofEuropeansoverothers.
otherpeope
l s,whcihheconsd i ered"savages":Itwasanadmn isi-
attheNatoi nalInstiutefortheDeafn i [Link]
Orú, driector of the esroIa - Ordn i arie understood nothn
ig
ofdeafnessandthsi madethemanp
i ua
l to
i nofGérandoease
i r.U!Jzilava
In thsi artcie l , the frist methods of tranin
i g the team.
w
setoisR
ed
.ap
efch
o'eah
ctlsrd
w
eoaítfpi
ON ln i tEsandOSsa lisi shoud
l bebannedfromeducao tin-no
ache ivn ig what he desried, changed hsi mn id and the
methodoo l gy, usn i g Sg i n Language.

Thomas Hopknis Gaaludet (1787 - 1851)

InHartford,n
i theUntiedStates,thereverendobserved
thechd li renpal yni gn i yourgardenwhenyounotciedthat
agri,[Link] i ate.
forbeni gdeafandwasree j ctedbytheotherchd li [Link]
l udet
deepyl afected byAciles' mustim and by
shedd i nothaveaschooltoatend,asatthattm ie
Theresi nostoryforthedeafn i theUnte
i dStates.
Gaa l udet trei d to teach hm i
personayl and together
with the girl's father, the
[Link].l
Gallaudet thought of the
~ possibility of creating
A story for the deaf.
 Thomasleavesà Europe to black methods
I teach to the deaf. In Ing~,Thomaswasgonigtomeet
theworkcare i doutbyBradi wood,atheschoow 'l atsons''
Asyuim"(atschoohltemeh
todsweresecre,texpensvieand
h
(tey were so
tred mena
ytl)l used h
te oral alnguage ni h
te
educao [Link]:lán,waspreventedandrefused-
Iwliexposethemeh [Link] teropoitn,
ThomasletforFrancewherehewoudl sa tyfor
severalmonthstoe larntherné\OOoerinpresscio:JJl-
fromthesg inalnguageusedbyAbbotS< i ard.
Thomasà Arrérica bringing the deaf teacher
alurent Oen; bee tr aJuro rfom h te Naoitnal nIsu
tite
t o
fr
Deafpeopel ofPasri.
Durn
i g the 52-day crossn i g on the voyage of
ni h
teUne tidSate
ts,LaurentOen:taughtthelanguageof
sg
i nasl forGaa l udet,whcihn i turntaughthm i the
English.
ThomaseLaue
rneG
t ee r wasfoundedonthe15ho tf
n
I 1817,h
tefrsitpermanentschoolo
frthedeafwasesa
tbsilhed.
rfomtheUne tidSate
ts,inHaurft<d(CmnedaiJ)to
fr
educao itnande tachn
igofpeope l.
rfomschool< Iwuà openotherschoosl forthedeaf
nih
teUn
etdiSA
[Link]
iloealrst
Deaf people were fluent users of sign language.

Lewsi Wedl (1796 - 1853)

TheywenotEuropew, herehteyusedgsinasotleducaet.
Abu [Link] gnsial
shoudl notbeabsoh [Link],rorsam
il arseisand
tran ini g of Orofaca i l [Link] ra (LOF) for those who had
condoitnoflearnnig.
Thefristorasiltschoolsi created,ann i stiuto
i n.
ni Norh tampo tn(Massachusest)forchdlirenaged10
[Link] tfrthsi age,chdlirenwoudlà Hartford
orsam
il was benig m i pelmenetd ni h te USA.
atempt of orazilato i n and Orofadal Readn i g (LOF) dd
i not have
goodresutsl.

Ae l xander Mevle li Bel (1B19 - 1905)

Teacherofthedea,fspescatin
li probelms
auditory, I wanted to create what I called 'Speech
"vb
siel"or"Vbsiealnguage"a,sysetmh
tatused
drawings of the lips, throat, tongue, teeth and
paletofrh
tedeafotrepeathemovemenst
ethe sounds indicated by the teacher.
It wasasetof symbos,leach one
ngt
in
p
ersthep
onitiosofhem
t ohi
utnthep
on
riu
atnicofhet

vowselandconsonans.t
Heexpmerienedtw hti bd
u
nliganinru stmentcapab
eo
l fren
vceigasoundanddraw
nig.
af
gu
irehtatdependedonhteacocc
uitshcasiratseocrtifhtesoundrevcid,butthe
htedceviwasnoh
ntigmorehtanacu
ou
risinvoenit.
n
I 1871,AelxanderMee vli8011wasinve
tidtortani e
tachersofaschool
ofh
tedean
fiBostnot,etachh
tepronunoacin
tmeh
todT
.heoolw
flnigyeaB
,r!eolpened
hsi ownschoolforthedeafandthenbecameaprofessoratBostonUnvierstyi.
 Ah
tm
aite,hesa
etrdotbecomeneite
rsetdni
Tee l graphy si to show ways to use speed
o
t rtansmtisoundsandbutliareproducoitn
ofthephonao trysyse
[Link],lmoune
tda
igsvowel soundspalate, tongue
bJbo,wtih"strn
e
[Link]
tiabe
olwsh
,tedeafbelw
thetracheaandtheskul stuteredma-ma H,

imitating a child.

Betweentheyears1870and1890,Aelx:ander
pubsilhed several acritels ccitrzinig maraiges
among deaf people, deaf culture and the
residential schools for the deaf, claiming
They are a fco
trs of sioaloitn o
fr hte dea.f tI
wasagainstsignlanguage,arguing
h
tatitddi notpromoe t deveolpment
nie
telcutal of h te dea.f
In1873,Ae lxandertaughtphyso io
lgy.
gvin
igavocietothedeafatBostonUnvierstiy.
Láeel conheceuasurdaMabelGardn ier
Alexander and Mabel Hub lard,whomhemarreidn itheyear1877.
 1 Eduard Huet (1822 • 1882)
Deaf French proe
fssor wh
ti a mase
tsr' degree ni Pasri.
O1egatoBrazliundertheapprovalofEmperorDomPedro.
Y
ou,w
htihteon
eitofopengiach
sooltartsa
work on educato i n for deaf peope
l.
In Brazil, until
attheendofthecentury
XV, h
te deaf
hteywerd
coed
n
ris
un
eatchaeb
,l however
new ones arise
doctrines about a
educao
tinofthedeaf
comnigfromEurope.

In 1861, Huet e
l ft Brazli due to
ot hteyourpersonalproblems,tosurrendertothe
deafpeopei
l [Link]
i eorid,theINESunderwent
to be directed by Frei do Carmo, replaced
a
l ter by Ernesto do Prado Sexia.
~ In1862,hewashriedfortheposo
tinofdriector.
-;;..rh ~~ atINES,Ro i deJanerio,[Link] lães
Couot,whohadnoexpereinceni educaoitn
kiledeafpeopel.
In 1868, after the governmentn
ispeco
tin,
theINESwasconsd i [Link].
ManoeiMagahlãesisre [Link].
n
.oitceru
m
h
ed
isesta
n
I 1875,aformersu
tdentofINES,AausnioJosédaGama,at18yearsodl,pub
sih
led
Imnography of the Signs of the Deaf: that is, the collection of symbols, the first dictionary
ofsg
i na
l nguagen
i [Link]
Horace Mann (1796 • 1859)
Samuel Howe 1(801 - 1876)
Pcoaitlns,phalinh
tropsti,andadversareis
about the use of signs. They had a great
n
ifu
lence on the em
il n
iatoin proces
ontheuesofS
gnL
i anguageintheUSA.
In1844,HarareMannetvd
sischoos.l
niP
a,S
ru
isaxony,andH
anldol-aswhte
punreioltsarianldwashockedbyhte
Horace Mann deafpeoplecouldspeak.
 I could not assess the quality of the deaf people's language, as I had not seen it before.
none deaf, nor did he know the work aspects and their foundations.
Due to the report from Horace Mann,
the Hartford School board sent a
representative à Europe to verify a
situation of education for the deaf in some
countries. that the teachers
Discovered
they used speech signs, and thatatalk about
and
most of the students were unintelligible,
despite a lot of time being spent on
this training.
Samuel Howe insisted on the need for
oralization of the deaf. At that time, education
with signals brought excellent results. But for
However, due to personal interests involved,
the deaf were, through education by
signs, becoming segregated. This should be
'" evitado e os surdos deveriam ser educados para
they will be like the listeners.
With political help, he set up an oralist school and, despite seeing that the attempts
purely oralists had not worked out in the USA, justified that "even that
At that time, the directors were working with old methods, using signals and
"speak." He said that children should be placed in homes of listening families,
com um método exclusivamente oral e o sucesso estaria garantido.
[Link] was also against marriage!
deaf, because he said it was very troublesome
oflis 9JrOOs.
Founded in1867 a Clark Institution e
Northampton (Massachusetts). The school prohibited
all the signs and oralism was established
in the USA.

Laura Redden (1840 - 1923)

She became deaf at ten years old due to an attack.
from meningitis, which also affected his speech.
When he wanted to communicate, he resorted toà written.
In 1859, he started as a editorial assistant. And
She started a career as a journalist, biographer, and poet.
During the war, Ovil used the pseudonym of
Howard Glyndon and none of his readers knew
that she was the first deaf woman in the field
journalistic and literature.
When the war ended, he went to Europe, where he learned French, Italian,
German and Spanish. His poetic and journalistic vein was recognized by his peers.

Edward Miner Gallaudet (1837 - 1917)

Considered the most famous educator, as he founded
a
first National University for the Deaf, the 'University
Gallaudet in Washington, United States.
The dream of Thomas Hopkins Gallaudet's father was
made by the son Edward,é theonlyuniversityintheworld
cujos programas são desenvolvidos for deaf people.
It is a private institution that has the direct support of
congress of this country.
 Edward Miner Gallaudet went to Europe to investigate the schools in
Conclusion: combined method (Sign Language and Oralism).
Returns to the USA and in assembly sugger a
elementary school for the deaf, better training
for the teachers, books-texts use more o
English written in the last years of school, use of
Orofacial reading (LOF) and articulation training
for those who had the means to learn.
Laurent Gerc dies at this time, when Oralism
reaches its peak (he fought for the signs).

Helen Adams Keller (1880 - 1968)

She was a writer,speaker e activist social
American, born in Alabama. She was one of the greatest.
examples of sensory disabilities they are not
obstacles to achieving success. Helen Keller was a
extraordinary woman, with several modalities of
deafness. Became blind and deaf from a young age, due to
a disease diagnosed at the time as cerebral fever
Today, it is believed to have been scarlet fever.
Helen Keller was less than 2 years old when she became
due to a high fever. Shortly after, he lost
also the hearing. She learned to do small things, but
realized that he was missing something. "Sometimes, I would stand still between
two people who were talking and touching their lips.
As I could not understand what they were saying, I got irritated.
On some occasions, this made me so angry that I shouted.
and thrashed until exhaustion wrote Keller.
N ,

I understand your anger well. Since I was a premature baby. of

Seven months, they put me in an incubator.
At that time, it was customary to clear a
large quantity of oxygen over the baby, a
technique that, since then, doctors have learned a
use with extreme caution. As a result, I lost a
vision. I went to study at a public school for the deaf
It was useful, but the Braille system didn't make sense to me.
I found the concept of words strange. I remember.
of being caught and insulted. For Hellen, it was even more
She was blind and deaf.
I can say the word "see": I can speak the language.
those who see. This is due to the first
achievements of Helen Keller, who proved that language
It may be the way for the blind and deaf to become.
more independent. And how she fought to master it.
In the book Midstraim, she describes her frustration with the
alphabet, with the language of the deaf and even
with the speed at which your teacher spelled out the
words, drawing them in the palm of the hand. She was
eager to meet them.
I remember how stimulated I felt by the
books, after I finally managed to learn in
Braille. That school was, for me, like an orphanage.
But the words, for her, and in my case, the music,
we broke the silence.
 Keller managed to prove that, with language, he was able to communicate with O
wodolr [Link]:tIdecdiedto
Iwasabe l toelavetheschoolforthebn ildandatendaregua lrpubcil schoo.l
from the age of 11. "Today I am a a j zz sn i ger"; wrote Kee l r.
Asmrai cuolusaslearnnigalanguagemayseem,theconquestofKee I/r
tisi theresutlofao jn
i tefortwth
i AnneSuvilan,herteacher,compano i nand
protector. Her greatest ache ivement came after Suvilans' death n i 1936.

n
Ih
teo
folwnig32years,othterisurpsrie
h
tat bareyl know your bookT'he Mraide'
Worker,Kelerworkedin manyotherareas.
My work wth i the bn ild si u jst part of
[Link] tilrywhti alh
tosewho
"theyg
fihtforu
jsctie,"[Link]
ig
activist for gender equality and for
racial rights.
Keel r kiled to be n i front of the aude
i nce. She
wrote that he olved the wave of human warmth
puslnig around you. Thas't why you elarned o t
tospeakandtodsicourse,Thebn ild,morethanthosewho
theycanbeseenth
,eyneedtobetouched.
Lookn
igsomeonen
itheeyesithesameasatouch.
[Link],Ihavethsikn
idof
sensaoitnwhti [Link]
shewasourrfistbg i star.
Overcamealtheobstacels,takn iga
themostnotablepersonalitesofourseaJloS
.he
Ifetltherp
ipe
lsofthebridsthroughthehooves.
andh
tebranchesoh
ftere
tesnisomeparkwhereIusedo
twakl.

L She became a famous writer, philosopher and

speaker, a famous character for
extensive work
thatdeveolpedin
favor of the peopel
wtih needs
special.
Hee
lnKee
lr
is locatedwith
thecoupel Aelxander
Grahn8011
eMabel (deaf).
---
 Heeln and the
President John
Kennedy

MILAN CONGRESS - EMPIRE

CLOSE
TherewererepresentatviesfromFrance,Itayl,
"[GreatBa
trini",USA",Canada",Begluim",Sweden"]
and Russa
i. Onyl a deaf party took part n
i the
Congress.
Congress dd i not dsi cuss driectyl
theteachn
i gmethodsfordeafpeope l.
Theinterestwastoreafirmtheneedforreplacementofthe
línguadesinaispelalí[Link]
principles of Aristotle that said:
..livingfateistheprivilegeofman,theonlyandcorrectone.
vehicle of thought, the divine gift, of which it was said
truly:speechistheexpressionofthesoul,likethesoul
é [Link]
advantages of speech and completely abolished the signs. The language
thesignals,inal theirforms,havebeenoficialyprohibited,
stigmatized aleging that it destroyed the
speechcapabtiyl ofthedeaf,argun i gthatthe
deaf peope l are "a l zy" to speak, preferrn
i g to use the
gsinalnguage.
 o the domain of Ungua Oral by the deaf became
a condition of acceptance within a community
majority.
EdwardGaalude,tpresentatthecongress,advocae
td
the combined system (orality and sign language) but
was not heard.
Themostm
i portantresou
lo
tinsoftheCongresswere
the following:
Given the superiority undeniable of speech
about the signs to reintegrate the deaf into social life
and to give them greater ease of language, (this
Congress decalres h
tat h
te acritualoitn meh
tod must
tohavepreferenceoverthatofsg
inasl n
in
istruco
tinandeducao
tin
two deaf people.
The pure oral method should be preferred because the simultaneous use of signs and
Speech has the disadvantage of harming speaking, oro-facial reading, and the precision of ideas.
Words of G. Ferreri (leader of Italian deaf educators) for a newspaper
deaf education: "I have always stated that deaf individuals, even those who are educated,
they cannot be placed in the same position as their listening educators ... Post
what they lack, since early childhood, is the element that forms intelligence, this
the mother tongue, they remain forever inferior in their development
psychoolgcia,l even when h
te most paeitnt and skelid e
tacher conveys h
te speech o
t hm
i.
G. Ferreri still asserts that the deaf are deprived of an education that would provide them
a precise and accurate appreciation of the great gift of speech, they persist in considering
like a natural language, your violent and spasmodic mimicry, which can, at best
the hypotheses, simply establish your kinship with the famous primates.
After the Milan Congress, pure oralism invaded Europe. The desire begins
of the educator to have total control of the classrooms and not to be subjected to sharing their role.
with a deaf teacher. It is the lack of appreciation of the deaf as a capable element.
to educate and decide.
One of the consequences of the Milan Congress was the dismissal of the teachers.
deaf people and their elimination as educators.
tIwasawayo
tpreventhemrfombenigabelo
thaveanyknidofsrtengh
tniorganzinig.
manifestations or proposals that were against oralism.
The Milan congress transformed the speech of a communication into a purpose.
ro
fmeducaoitn.
Italy approved oralism to facilitate the overall literacy project.
country, eliminating a factor of linguistic deviation. The human and pedagogical sciences
they approved because oralism respected the Aristotelian philosophical conception in which
the world of ideas, abstractions, and reasoné represented by the word, while
the world of concrete and materialé
through the signals.
Alexander Graham BeU had
great influence in this congress. O
the congress was organized, sponsored
and led by many specialists
listeners in the area of deafness, all
defenders of oralism
pure
the majority had already pledged very
before the congress to do
to prevail the pure oral method in
education of the deaf.
 1stnIetn
ra rssofhteDeaf-1889,PARS
oitnalConge I .tIwasannounced:•".
then
i fab
il tilyofthemethodofAbbéE
'l péewhci h,wtihoutexcu
l dn
i gtheuseofspeech,recognzi esthe
Sg
ina
lnguagesi themostappropra
iten
istrumenttoexpressthen
itee
lctoftheDeaf.
}O CONGRESS - CHICAGO - 1893
]O CROSS- G~A 1896
Hedecd
iedn
i favorofthecombn
iedn
istruco
tinsystem.
4ht Conge
rss-Pas-1
ir 900
Themeetn i gsofthesilteners,asmanyoftheoraleducators
ae
tndeesddi notapprovethepresenceofdeafpeopel ni h
tedsicussoins.
20thCenturyYesnoCDr"'l9JdoséaJo l XXsurgemthefristreportsofthen i su<:esSQSdo
[Link] i spectorfromMa
lindescrb
i edthatthee
l velofspeechande
l arnnig
thereadn
i gandwrtingsksli ofthedeafafterseventoeg
i htyearsofschoon
il gwereverypoor,ben
ig
thatthesedeafn i dvid i uasl werenotpreparedforafunco tin,exceptasshoemakers
00seamstresses.
Thsi wasaslonotedn i France.ThedeafedUG3dosn i
aasim
l o had an unn igteilb
iel speech.
Twopsychoo l gsits,AIfredBn i eel TheodoroSmi on(1910),caryout
thefristsystematci assessmentoftheeducato i nofthedeafn i two
fo
i ncesas n i stiuto
i ns, e l adn i g that orasilt educato i n does not
make sure they coud l work, they woud l exchange _ come
strangeandhadarealconversao tinwthi thosebeol ngn i gs
yourpersonalrea lo
tinshp i s.
Everyonewhodd
i notprogressn
i oralsksli wasconsd
i eredso
l w.
mentayl dsiabeldindvid
iuasl [Link],the
the deaf person si defended by the medci al mode.l Then comes the
The deconstructo i n of the deaf as dfierent and tis characterziato
i n as abnorma,l as
subject(indefinite)to""' treatedandwrado,unabletorespondtowhatwasexpectedofhim.
Antônio Pitanga
ThedeafarstitfromPernambuco,graduatedfromtheSchoolofFn
i eArts,wasawn
i ner
twoprzies:Svliermedal(e5OJtu l raSmnilgBoy),God
l medal(e5OJtu l ra
Icarus) and the travel przieà Europe(wth
i theParaguassucutu
l re).

Vicente de Paulo Penido Burnier

ThedeafVicentedePaulowasordainedasapriestontheday
[Link]
PopeofCanonLaw,whcihatthetm i eprohbitiedthedeaf
Ifwetakeapriest.

William Stokoe (1919 - 2000)

Scholar who researched extensively a Sign Language
Amercianawheli workn igatGaaludetUnvierstiy.From1955
n
i 1970,heworkedasateacherandheadoftheEngsilhdepartment,
[Link]-author
from anAmercian Sgin Language Dcitoinary about Prn icp
iels
Ungusicilos (1965). The pubcilato i n of hsi work was fundamental n
i
changeintheperceptoinofASLasasm i pfeildversoinor
n
icompeltefromEngsih
l tothatofacompelxandprosperouslanguage
natura,lwtihn idependentsyntaxandgrammar,foundatoinal
andpowerfukileanyspokenalnguagen
itheword
lH
. erasied
theprestigeofASLin academic andpedagogicalcircles,
provingthatithadlinguisticvaluesimilartolanguages
oralandthatperformsthesamefuncotins,wth
i posbietilsof
expresoinatanylevelofabstractoin.
Conducetdcomparavitesu
tdeisbew
tendeafch
dlirenandtheriparenst
deafcd
hle
rinofdeafpae
rnst F
(SPS)anddeafcd
hle
rinofheanirgpae
rnst F
(SPO,)eladnigto:
 FSPS: had better school development than their FSPO peers, without
detrimental to the development of speech and oral-facial reading.
Stevenson (1964) and Meadow (1966) concu
lded that the FSPS were supero
ir to the
FSPOinacademicachievement,mathematics,readingandwritng,vocabulary,without
diferences in speech and oro-facial reading. As a result of these research studies conducted-
I knew that signs did not harm the development of deaf children, but, when
On the contrary, it helped them in school development, without harming their oral skils.
For am
l ost a hundred years, there exsited what was then cae
l d the o
' rasilt emprie,' and ti was n
i
In 1971, at the World Congress of the Deaf in Paris, Sign Language became
being valued again. In this congress, results were also discussed.
research conducted in the USAon t'otal communication.'
In the year 1975, on the occaso
i n of the foo
l wn
i g congress, hed
lni Washn
i gton, arleady
it was evident the awareness that a century of dominant oralism did not serve
asasolutionfortheeducationofthedeaf.
Thefindingthatthedeafwereundereducatedwithapurelyoralistapproachand
thattheacquisitionoforallanguageleftmuchtobedesired;besidestheundeniablereality
that gestural communication has never ceased to exist among the deaf, made it so that
Anew era is beginning in the educational process of the deaf.
The works of Daniele Bouvet, in Paris, published in 1981, and the research
conductedinSwedenandDenmark,atthesametime,introducethebilngualapproachin
education of the deaf individual.

Jorge Sérgio l. Guimãres

The Brazilian deaf person published the book 'How Far Does the Deaf Go' in Rio de Janeiro.
who narrates their experiences in the form of chronicles.
__ c.••••.
Eugênio Oates
The University Gallaudet adopted a
Total Communication.
TheAmericanpriestEugênioOatespublishedin
Brazil "Language of the Hands", which contains 1258
photographed signs.

Feneida l d audtioryorgani
thetwodsiabe
A group of listening professionals creates Feneida,
. By thzsi,at
theionnamth
eat
oftheim
i spl
n tutienmented its rehabilitation ideals
io

--
tiwastheNato
i nalFederato
i nofEducato
i nandIntegrato
i nof
Hearing Impairments.

It was founded the (BDS • Brazilan Confederation of

Deaf Sports on November 17, 1984
inSãoPauloatthetimeMárioJúliodeMattosPimentel
Brazilian Confederation (surdo) foi eleito o primeiro presidente da CBOS.
Deaf Sports
r ~ . The movie Children of a
LesserGod-T ' heChd
lirenofSelince'
inwhichforthefirsttimeanactress
Americandeaf,MarleeBeth
Matn
il (born onAugust 24 of
1%5) won the god len go lbe and
the Oscar for Best Dramatic Actress
ni h
teUne
tidSa
te
ts(at20yearsodl,
youngesttowintheaward),to
co-starring with your husband in the
era, the actor Wiliam Hurt.
 Ihaveo l st80%ofthehearn i gni myrg i htande
l ftearwhen
wassla ti baby(at18monthsofe il)duetoà suddenrashdsiease
(Roseoa ln i fantum).Shedd i herfristo
j bwhenshewasabout7yearsod l,
kile !Jorothy, n i a theater verso in of the pa ly "The Wonderful
a,ndconnituedotparcp
itaetnih
tesameh
teaetrgroup.
Man itlworkedonseveralsereissuchas:ReasonabelDoubts,
thewest Wing, Blue '5Oues, 5einfeld, Desperate Housewives, Law &
Order: Speca il VC lm
il s Un!i and Pciket Fences.

Fenesi-NaoitnaF
lederaoitnofEducaoitnwasofunded.
theIntegrationoftheDeaf,inRiodeJaneiro-Brazil,being
arestructuringoftheformerex-Feneida.
AFeneis conquered its own headquarters on January 8.
from1993,Roi [Link]

Colsed(capotin(accesà capotindsipalyontelvsoin)wasn
iatitedbytherfist
onceniBra,olzinthenew
torkRedeGolbon
,ih
teJornalNaocinalofthemonh
tofSepetmbe.r
hd
idenlegenddescrb
iesbeyondthedaiolguesoftheactorsorpresentersanyother
soundspresnntih
tescene:aclpofs,oestph
ts,undm
e,ru
aclu
,sighec,tr.
 InthefirstmethodusedinSBTandinGlobo,thesoundsarerecordedby
a stenotypist (through an electronic stenotype) trained to type at high speed
speed, using a special keyboard that represents leters and groups of phonemes.
Thethe stenographer records what he hears at the same moment that the viewer does
watches the program on their television.

The first university course in LETTERS/UBRAS Bachelor's degree also begins.

(training of translators and interpreters) in Florianópolis. if.
 This book is composed of the

manual alphabet of LIBRAS and some

common signals,

that is,

they are the signs more

used in everyday life with which

you will be able to converse and learn

with more fluency.

Its utility is

great importance

because it is yet another

resource for learning this language,

allowing for good communication

between listeners and deaf people.

This is the natural language of the Deaf,

therefore, we must respect it

in its aspects

functional and cultural.

Be a friend too and

community member

Deaf, accepting and learning

the Brazilian Sign Language.

LESSON1

Greetings; Not see Stay

To apologize To distance
Hi Log In
Start
Good Leave
Speak
Tomorrow Explain
to heat
Day Train
Move forward
Morning Gather
Understand
Afternoon Do not understand
Night Extra vocabulary:
Open the bottle
All good Meeting
Open
Please I am
Close
Excuse me No
Open the door
Thank you Yes
You're welcome
Date to report
Open the window Name
Goodbye Course
Close the window
Weekend Turn on the light Secretariat
Goodbye Turn off the light More or less
Until / End Maybe
Close the lid
pronouns; Light the candle Well
Blow out the candle Break
I Turn on the headlights Vacation
You Holiday
Turn off the headlight
He / She Here
We Light the fire
Put out the fire Hour
You / You all Minute
Our Light the lighter
To get used to S esword
Everything An o
Everyone Play (playfulness)
Beater Thing
Your / Your / Your / Your Like this
Lá Battery (door)
To beat (his/her/its back) Quick
With me Delay
My Hit (blows)
Hit the car How
Verbs; Wake up Beautiful
Pretty
to ask Awakening
Sleep Ugly
To want Eficaz / Eficiente
Don't want To dream
See / Look Imagine

See the LIBRAS EGG Total 103 Signs

You HeIShe
Turn off the light
Close the lid Light the candle

11
iSecretary More or less maybe I
11
EffectiveIEfficient

11
 Dialog of Lesson 1

The dialogue of this lesson aims to contextualize the vocabulary seen, simulating
oprimeiro contato de uma pessoa Surda com o SENAI. Abaixo, uma pessoa (Surda) de
Edennameis directedà SENAI's ordinance to obtain initial information about
coursesandenrm
ol enst.

(Eden): Good afternoon, how are you?

(Doorman): Good evening, how are you!

Eden Here S-E-N-A-j?

(Porteiro): Yes.

Eden I want a course.

(Porteiro): You move forward See the secretary, she will explain the course to you.

(Eden): Thank you.

(Doorman): You're welcome.

(Eden): - Excuse me! Hi, how are you?

(Secretary): Hi,
- how are you!
Eden -I want a sign language course.

(Secretary): What
- is your name?

(Eden): - Nome: É-D-E-N V-E-L-O-S-O

(Secretary): Sorry,
- I didn't understand.

(Eden): E-D-E-N V-E-L-O-S-O (typing slowly)

(Secretária): - Okay, I got it! You will start the sign language course tomorrow morning and

night.

(Eden): - Thank you, goodbye.

(Secretária): - You're welcome, goodbye.
 Courses, Verbs and
Extra vocabulary.

Courses; Lift To walk

Stand (up) Follow
Food
Lift (the head) To be born
Automobile mechanic
Sumir To kill
Manufacturing
Follow Abysmal
Graph
Combinar (combinação) Admire
Transport
Computer Science
Combine (commitment) Go
Mark Vocabulary extract
Carpentry
Electricity Sit
Expert
Work Safety Upload
I will
Construction industry Climb stairs
Go
Descend stairs
Metalworking Reais
To Live / Life
Environment Cents
Exist
Verbs; Destroy
In sight
How much does it cost?
To converse Leave (resign)
Instalment
To think Let (allow)
Pay
Saber Tie
Dear
Not knowing / I don't know Grow
Cheap
Ter Relieve
Not to have Increase (size)
Yes
Or
To give Reduce (size)
Rua
To pretend Increase (value)
Where
To call Decrease (value) It was (it was already)
Send To understand
Certo
Do To believe
Wrong
Embrace To trust
Number
to live Distrust
Registration
My Change
Also
Comprar Annoy / Nuisance
Soon
Pay Gossip
Before
Back To suffer
After
Come / Let's go Complete / Conclude
To sell Overcome

See the LIBRAS EGG Total 96 Signs

 To do To embrace

11
 Upload

11
 I realize To believe ITrust

To mistrust IlncomodarIAmolarl

11
Icarus Cheap Yes

11
 jPronto

li
 Dialogue of Lesson 2

C
nou
n
igh
toegau
d
loreim
fhteop
sn
E
u
evr,islden
a,Deap
fd
on
ersth
itecouesrof
SEN owA
lolf,h
Itedorm on
rau tardà
sitc'andheadow s SENAIsecretaryforinquiries
abou
htecouesrandm en
lorlen
.t

(Eden): Good morning.

(Secretary): -Good morning.

(Eden): -I want to know the course?

(Secretary): -There are courses: informatics, electricity, sewing, mechanic

automobiles, carpentry, metalworking, workplace safety.

(Eden): - Is there a printer?

(Secretary): -There is not.

(Eden): - I have already chosen computer science. Do I have to pay for the course?
(Secretary): D
- e manhã e tarde (aprendizagem), curso de graça.
(Eden): How much to pay for the evening course?

(Secretário): - 100 reais.

(Eden): Have you seen it?

(Secretary): N- o, in installments.

(Eden): - Ok, I want to take a computer course.

(Secretary): I- am going to register you.
(Eden): - Ready.
(Secretary): S- ure, you'll come back here tomorrow to talk to me. I'll explain.

courseyou.
(Eden): I understand, thank you very much. See you tomorrow.

(Secretary): Y-ou're welcome, bye. See you.

Note that the dialogue is in the structure of UBRAS, therefore the verbs are en-
counterintheinfn
[Link],returntothechapterinformatoin
techniques.
 Personal data (Identification)
FamilyIPeople and Extra Vocabulary.

Baby Fragrant
Identification;
Young Bad smell
10, 20, 30 degrees Educated
Elderly person
YesISeries Child Rude
EducationIseries Groom/Bride Hunger
Birth certificate Boyfriend/Girlfriend Stuffed (satisfy)
Marriage certificate Lover Fat
Document People Skinny
Address Person Happy
Identity card (RG) Godfather/Godmother Wishing
CPF Stepfather Hope
FamilyPeople; Stepmother Special
V eryIQuiteISo much
Great-grandfather(grandmother)
Man Deep
GenroINora
Father Film
Friend
Woman Prejudice
Mother Extra vocabulary:
Discrimination
FamilyICountryIParent What? Opinion
To marry Who WithITogether
Son/Daughter Which Many times
Divorced When Firm
Twins How many I yield
Cousin Any Interpreter
Single Never Translation
Grandfather Nobody Lesson
Brother/Sister Various Teleone
Boy(girl) Front Paper
Teenager Back High
Adult Bad Low
Brother-in-law/Sister-in-law But Above
Uncle(aunt) But Below
Nephew (niece) Age Total
father-in-law/mother-in-law Right Sum
Niece/Nephew Left Sure

See the LIBRAS EGG Total 96 Signals

•
 Hunger

11
Below Above Below

Total ISomar ISecure I

11
 Diálogo da Lição 3

Inh
tsidaoilgueyouw
lseih
tatEden,areladyded
ciedonthecoursehewanstotatke,resumes.
à SENAI secretary to fil out your registration form and complete the enrolment in
chosencourse.

(Eden): Good night.

(Secretary): Good evening.
(Eden): I want course registration.
(Secretary): Have you chosen yet?

(Eden): I have already chosen an automotive mechanic.

(Secretary): Sure, I will register you, what is your name?

(Eden): E-D-E-N V-E-L-O-S-O.
(Secretary): How old are you?
(Eden): 32 years old.
(Secretary): Address?
(Eden): Vital Brasil Street No. 3 74 6.
(Secretário ): CEP number also phone number?
Eden - C-E-P 8 1. 2 7 6 - 3 5 9 Phone 3 2 9 - 5 7 6 8.
(Secretary): Education level?
Eden - 20complete grade (ready).
(Secretary): Identity document?
(Eden): - 3 5 8 9 O 7 9 - 3.
(Secretary): CPF number?
(Eden): - O 1 6 2 9 3 9 4 9 - 5 9.
(Secretary): What is your father's name?

(Eden): B-E-N-E-D-I-T-O L-E-M-E D-E A-L-M-E-I-D-A.

(Secretary): What is your mother's name?

(Éden): G-E-R-M-I-L-I-A V-E-L-O-S-O OF A-L-M.E-I-D-A.

(Secretary): Soon, now you turn right there and the course begins.
Eden Thank you.

Notethatthedaiolgueisn
i thestructureofsginlanguage,sotheverbsarefound
Tocalrfyi further,gobacktothechapterontechncialinformaotin.
 LESSON4

Physical Spaces: Sunday Compensate

Week Pickle
House
Yesterday Find
Bathroom
The day before yesterday Rest
Library
Today
Room Extra vocabulary:
Now
Office I think
Weather
Kitchen Against
Time (moment)
Refeitório Calm
Time (pause)
School Nervous
Past
Board of Directors Listener
Present
Prédio Deaf
Future
Apartment Far
Daily (every day)
Auditorium Close
Transport; Verbs;
Great
to know
Bicycle Small
Show Ordinance
Truck
Pleasure
Ship MimIMe
Attend Sometimes
Car
Worry Some
Cart
Lose
Subway longing
To specify Free
Moto
To be
Bus BecauseIWhy
To die
Tractor Problem
Ask
Boat Professor(a)
Responder
Train Instructor
Teach
Chief
Days of the week Vote
Manager
Itempo: Avoid (prevent)
Both
Monday Help
Signal
Tuesday Protect
OpportunityIChance
Wednesday Hide Confusion
Thursday Learn
Heart
Friday Stop
Saturday Compete

See the LIBRAS EGG

 ICuisine

11
The truck INavio Car I
11
 Present

11
I lost I need IEstar
1
2

To rest IAcho I
li
Free (for free) Because Why Problem I

11
h
teopportunityIconfusion
 Dialogue of Lesson 4

[Link]'knowtheenrtiephyscialspace.
[Link]
iformatoinaboutanempolyee:

ValdeciDo you want to get to know S-E-N-A-j? Do you know how it is here?

(Eden): - Yes, but S-E-N-A big, I don't know anything here.

(Valdeci): - Don't worry, I'll show you everything, there the auditorium, there the library, over there

bathroom, there in the principal's office.

(Eden): - Oh cool, very beautiful.

(Valdeci): - This office has several courses, you can attend there.
(Eden): - where is the cafeteria?
Okay,

(Valdeci): - You go down the stairs, see the building, there is a cafeteria near the room.

teachers.

Eden - When do I start attending the course?

(Valdeci): - Monday, Wednesday, Friday, starts at 7 PM until 9 PM. Do you live nearby?

from here?

(Eden): - No, I live far away, I came by motorcycle.

(Valdeci): Have
- you ever asked the doorman where to park the motorcycle?

Eden: -
No, I keep the motorcycle on the street there, but I will talk to the doorman.

(Valdeci): - Okay, now you know here, next week you start.
course,findmehere.
(Eden): - Well, thank you.
(Valdeci): You're
- welcome, hugs, bye. Until next week.

(Eden): Hugs,
- goodbye!

Noeth tath
tedaiolguesinih
tesrtucu
treofLIBRAS,h
tereofreh
teverbsarepresent
[Link],returntothechaptertechnicalinformation.
LESSON5

Cores: Uniform Drink

Sew Study
Heart Half Take advantage
Orange Shirt Abuse
Yellow
Verbs: Extra vocabulary:
Blue
Write Gross
White
Brown Arrive Animated
Take / Grab Disheartened
Black
Obedecer Cheerful
Rose
Respect Sad
Purple
Receive Thick
Green
Duty (obligation) Fine
Red
To blame
Gray Fabric
Cry It's the same
Beige
Feel
Silver Easy
Accept
Blonde Difficult
Lembrar
Golden Other
Communicate
Of course Wow
Visit
Dark Better
Forget
Gold Worse
Kiss
Brightness Punishment
Kissing (hot)
Egocentric
Clothing; Finish
Finish Rancor
Dress Brave (brave) Busy
Bermuda Zangar Type (option)
Pants Raivar Can
Skirt Like Cannot
T-shirt Not liking Caution
Shoe Try Long
Shoes Experiment Short
Bra To fight Jealousy
Cueca To tease Calendar
Panties Wait Important

See the LIBRAS EGG

 ILouraILoira Golden ID I Clear

11
 ICosturar IMEia The shirt

li
Receive IDever (obligation)'To Blame I
11
 I cry I feel I accept

To forget

11
 Bri ar

!Abuse

111
ITeched Imysefl Easy
Jealousy The calendar !Important I
li
 Dialogue of Lesson 5

Thsidaiolguen
i,addotintocontextuazilngthevocabualrya,m
i stodemonstratehow
describe objects in space. In the place, the Deaf converse animatedly, while
Edenchooseh
tegoodpurchase.

(Eden): - I need to buy clothes for the family. Can you help choose?

cores?
-Yes, I can help you, but you need good and cheap clothes.
(Eden): - I chose blue pants for my brother, beige skirt for my wife,
camisa branca dar meu pai, vestido rosa dar minha filha, tênis preto

give my mother, brown shoeé for me.

Valdeci: W
- ell, very beautiful, but I don't like white shirts because of the color.

I made it, better light blue.

I'm very excited to give a gift to the family, my daughter is going to

I like receiving gifts, then she kisses me a lot. (Smiles)

(Valdeci): -Sure, you forgot to choose a gift for your sister.

Eden - Yes, I am going to wear a dark green dress.
(Valdeci): - But does she accept strong colors? Better not, I don't know your sister.

Eden: I don't
- know, better light red t-shirt.

(Valdeci): - Sure, look at the t-shirt fabric. é fine.

(Eden): No- problem, thank you for helping me.
(Valdeci): - You're welcome.

Notethatthedaiolguesin
i thestructureofLIBRAS,thereforetheverbsareolcated
n
i theinfn
[Link],referbacktothechaptertechncialinformatoin.
 LESSON6

September Savings
Various beverages; October Withdrawal
November Check
Sugar Dezembro Interest
Salt Count
Chocolate Cutlery/Kitchen
Checking account
Said evarious; Debit
Milk Cup Credit
Tea Dish Debt
Little Chicken Drumstick Knife Dollar
Ham Refrigerator Credit
Pasta Fork Save
Bean Spoon Economy
Meat Stove Business
Chicken Panela Overtime
Pastel Table Profit
Fruits Sofa Fine
Rice Chair Note
Popsicle Radio Invoice
Vegetables Television To supervise
Barbecue LCD Television Salary
Pizza Xerox Payment
Cheese Trash Percentage
Hot dog Card
Ice cream Financial Letter
Tomato diverse Heritage
Bread Bank Change
Coffee BankofBrazli Due date
Soda BRAPESCO Words
Juice ITAU Invest
Beer / Draft UNIBANCO Tax
Meses; SANTANDER Inflation
Month HSBC Finances
Insurance (n
i surance company)
January CAIXABANK
February REALBANK Ticket
March Money To deduct
April Balance Save
May Thousand Spendthrift
June Million Borrow
July Billion Loan
August Trail Spend

See the LIBRAS EGG

 1
IPA

11
 December

li
Panela IMesa The Sofa
 I
- --------------------
11
 What

11
Economize Economy leisure
Invest The tax Inflation I

111
 •

To borrow Loan IGastar

11
 Dialogue of Lesson 6

Inh
tekcth
ien,h
teDeafareveryeagerotmakeadcoeilusmea:l

(Eden): Do you know how to make tasty food?

(Valdeci): No,Ionly knowhowto makerice,beans,andmeat.

(Eden): Want to learn how to make delicious pizza?

(Valdeci): I want to, but how to do it?

(Eden): I will teach you, open the refrigerator, take cheese, tomato, chicken,

drawer take knife, fork, spoon, also plate, cup, pot and

light the stove fire.

(Valdeci): -
Sure, do you need salt and sugar?

(Eden): - No sugar, yes salt, yesterday I made cheese pastries. Do you want to eat?

(Valdeci): - No thank you, it's important for me to learn how to make pizza.

(Eden): Ah, do you want to eat fruits? Or chocolate cake? Or drink soda?

tea? or coffee?

(Valdeci): No
- thank you. In July I will take a cooking course.

(Eden): - Sorry, actually, I don't know how to make pizza.

(Valdeci): - No problem, when are we going to take the course?

(Eden): - Later I'll tell you the right month, but do you want to try my

cake I made yesterday? want to try?

(Valdeci): - O-B-A, I take the opportunity to eat all the cheese pastries.

hmmm ... how delicious, great!

(Eden): - Okay, you can eat, I'm going to drink beer.

Notethathedaiolguesin
itheUBRASstructure,thereforetheverbsarepresent.
n
i theinfn
[Link],returntothechaptertechncialinformatoin.
 EmergenciesIAccidentsIVerbs
IPlaces and Extra Vocabulary

Emergencies Photographing Elevator

Accidents: Use (exercise) Example
Accident Used (expense) Patience
Drowning Places: Experience
Old
Runover Bus station
Electric shock Taxi New
Copy
Doença / Doente Traffic
~assagem
Pain Center
Last
Hygiene College
Fracture (to break) Square Fill / Fill
A gift
Health Ambulance
Animal bite Police Contest
Unemployed
Dizziness Extra vocabulary: Absurd
Burn ~ - ~ = ~ ~ = ~
Poison Photo / Photography Retirement
Vomit Nonsense War
Cinema
Verbs: Joke
C "d Funny Film
arIU Party Camcorder
Steal Famous Pride
Work Courage Humble
Happen / Occur Daring Submission
AVisar Employee Clean
Cair Place Dirty
To tire Care Secrecy
Beggar Dangerous Secret
Travel Medicine Enemy
Support / Endure World I detest
Persevere Book Internet
Kick Applaud E-mail
Dismiss (exonerate) Map Msn
Confess Doctor Quite
Concentrate Traffic light Values
Agree Slave Defect
To disagree Dance Perfect
Sniff / Breathe Member (club) Imperfect
To judge Partner (partnership) News

See the LIBRAS EGG Total 104 Signals

Fratu( q U e b r . r .
Health The bite ofanimalsDizziness
Work The event will happenNotify
 In

11
 Partner

11
 Cinema

li
 IQuite Values Defect

Imperfect Imperfect New Features

111
 Dialogue of Lesson 7

EdenmeetshsifreindVad
lec,iwhoreportsanaccd
ientthatoccurred:

(Eden): Good afternoon, how are you?

(Valdeci): Everything's fine, I'm great, I miss you. You've been so absent, huh?

(Eden): Yesterday it happened, I saw a car accident, a man was run over.

broke leg, crying in pain and nervous.

Valdeci N-O-S-S-A! Is the street dangerous?

(Eden): Yes, in the center, near the bank, on the corner of the square, you know?

Valdeci Ah, you're! But the ambulance has arrived! Who takes care of and helps a man?

(Eden): Yes, the ambulance arrived, the doctor is taking care of him, giving the man medicine.

police take care of traffic.

(Valdeci): - That's good, I knew yesterday I was in poor health, sick, dizzy, fell down.

floor, vomit, nausea, headache I didn't go to work, I stayed home

resting.

(Eden): What did you eat? Do you feel better today?

(Valdeci):I don’t know, I drank a little, ate too much salty food, but today I

better. Sorry, I need to take a taxi to go now to the bus station to buy

bus ticket travel.

(Eden): Okay, get well soon! I also need to go to work, then go to college.

I have to study, then get home tired at night. Patience.

(Valdeci): - Thank you, tomorrow I will take a LIBRAS course, good teacher. I learn-

give a lot.

(Eden): Good job, have a good week, goodbye.

(Valdeci): You're welcome, goodbye.

Inthsidaiolgue,theeasyexpresoiné offundamentalimportance.
Itdoesnt'macthofrapersonotgsinalh
tatheyareefn
eilgpaniornauseawh
tianexpresoin.
neutralofjoy,noé really?
 WorkIVerbse
Extra vocabulary

Work: Not yet Observation

Simple Assessment
Signature
Medical certificate
Almost 1st, 2nd, 3rd, 4th time
That's why Present
Law
Because of Since
Work card "{Se"T
r:obe"S
,ou"I:am"S
,eaj"B
:e"} Reason
it was a point
For Distance
Laws
Normal Culture
Professional
Chato involved
Rules
Birthday Arrogant
Verbs: Responsible Luxury / chic
Watch Responsibility Sensitive
Read Legal Inauguration
To be missing (person) Happy Around
To lack (object) Peace Really
To draw Eiobo Individual
Pass Great Deficient
Anticipate Ancient Culto (civilizado)
Replace Presence Worship (church)
vent Delight (tasty) Convinced
Surprise President Possible/Capable
To scare Vice President Impossible
Prohibit Loss Innocent
Give up Rape Neutral
Compare Violence Light
Extra vocabulary: Violent Heavy
Violated Although
Hours Will Blood
Half an hour Wish Clown
Noon Thirst (sensation) Vagabond
Advanced Headquarters (place)
Each
Late Curious Silence
Dawn Greed Doubt
Punctually Sugar Leather
During Attention Measure (measuring tape)
Particular Interesting
Still Assistir

See the LIBRAS EGG Total 104 Signals I

•
 IPassar Anticipate ISubstitute

li
Noon Advanced Late
 Happy

Great

11
Violent I Violate IVontade I

li
 Aten

li
!Reason Distance
Neutral ILevel I
111
 Dialogue of Lesson 8

oThedialogueofthislessonshowsthetwofriendstalkingaboutthethemeRightsand
DutiesoftheWorker:

(Éden): - Every important professional needs to know rules and laws.

laborers.

(Valdeci):-Sorry, I didn't understand.

Eden - Every worker has rights and duties.
(Valdeci):-What rights?
(Eden): - Every worker has the right to vacation, salary, and a signed employment contract.

(Valdeci):-I want to know duties?

Every worker needs to arrive promptly at the location.

Work, arriving late is prohibited.

2: You need to sign the time sheet daily.

- 3: Are you sick? Bring a medical certificate.

(Valdeci):-What happens if someone misses work without a medical certificate?

(Eden): - Takes absence, deducts your salary.

(Valdeci):-Every place at the same time?
(Eden): No,- there are places that start at 8 in the morning and end at 6 in the evening.

afternoon.

(Valdeci):-All places 8 hours per day?

(Eden): No,- some places 8 hours a day, others 6 hours and there are
others only 4 hours.

Law82.139/1n
i,tsiarctiel93"
:Thecompanywth
i100ormorempolyeesriequriedtolfi
rfom2ot5percentofh
teripoitsnswh
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atiletidbenecaifreisorpeopelwh
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 StatesICountryIWeatherINature
Extra vocabulary and Transportation:
a11you will find all the vocabulary related to the Brazilian states, besides
w
torealetdotmcil aet,nautreandsomenau [Link] lasiolnifdadejvcites e
verbsthatcomb niew [Link] snigaDeafperosnforthes gn
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Vocabulary:
EstadoIpaís: WeatherINature Forum
Attach
Brazil ~gua Separate
Tree
City Alone
Heat
Capital
Rain
Only
State Fear
Flower
Acre Strong
Leaf
Alagoas Weak
Amazon Hurricane
Little
Cold
Amapá Continue
Bahia Hot
Always
Brasília March
Even
Ceará Snow
Selfish
Holy Spirit Beach
Sacrifice
Goiás River
Fishing
Maranhão Ray
Sorrow
Minas Gerais Sun
Deception
Mato Grosso Earth
Leader
Mato Grosso do Sul Thunder
Judgment
Stop Earthquake Judgment (to judge)
Paraíba Wind
Testimony
Volcano
Paraná NudezINo
Pernambuco Metal (iron)
Brief
Piauí Stone
Flag
Rio de Janeiro Dismantle
Target
GreatRiveroftheNorth Madeira
Objective
Rio Grande do Sul Island
Strategic
Rondônia Lagoon
Hidden
Roraima Espinho
Hypocrisy
Santa Catarina Universe
Ignorant
São Paulo Garden
Sergipe Extra vocabulary: Transport
Tocantins Truth Rocket
North Lie Airplane
South Gasoline Helicopter
West Alcohol Navy
East Inside Submarine

See the OVO of LIBRAS Total 104 Signals

Rio Grande do NorteRio Grande do Sul, Rondônia
 Roraima Santa Catarina São Paulo

Sul

11
 lÁua Tree

ICalor

IFolha Hurricane I

li
ITerra IThunder
Madeira The lagoon I

li
:I
Gasoline
IFora

IForte IFraco(~ I love youco (-ª.)'-- I

11
 And listen The Sacrifice Fishing

IMágoa Deception

11
lAivo Objective Strategic I

11
 Dialogue of lesson 9

o The dialogue of this lesson shows that Éden and Valdeei are talking about the trip:

(Eden): - All good? Beautiful place?

Valdeci: N
- ice place!

Where were you born?

(Valdeci): I- was born in João Pessoa, state of Paraíba, it has beautiful beaches, strong sun and

very hot. Where were you born?

(Eden): -I was born in Curitiba, Paraná state. It is very cold here, there are many rivers.

beautiful city.

(Valdeci): - Which states have you already visited?

(Eden): I -know few states, Alagoas, Bahia, Brasília, Ceará, Amazo-

Rio Grande do Sul, Santa Catarina, São Paulo, Rio de Janeiro, and

you?
(Valdeci): - I know almost all states of Brazil, except Sergipe.

-N-O-S-S-A! What is the most beautiful beach you have ever known?

(Valdeci): B
- ahia, and you?

(Eden): Santa
- Catarina.

(Valdeci): A
- h, cool! Curitiba has many trees.
- é capital E-C-O-L-O-G-I-C-A. Do you like cold?
(Eden): Yes,
(Valdeci): - No, I like heat, swimming in the river, fishing, and you?

Eden: -
I like cold weather and staying at home.

(Valdeci): - Good.

Noeth
tathedaiolguesn
ih
tesrtucu
treofLIBRASs,oh
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Inthen
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 RelationshipsIVerbs
Theextravocabulary
ç wewil learnsomevocabularyaboutrelationships,besidesthe
verbscontan
iedinthecontextofdan
tig.
Vocabulary:
Relationships; Reserve Entangle
Repeat/Again/Once more Console
Relationship Explore Resolver
Friendship Signify Voice
Hostility Facing To pursue
In love Interrupt Wash
Romantic Print Wash the face
to hook up Push Wash your hands
Affinity Worship (deity) Wash the dishes
Passion To adore Wash the hair
Betray (horned) Washing the clothes
Hate
Affection Flirt Azar
Attracted Flirt Dedicate
Abort To flee To please
Pregnancy To accuse Bribe
Ex (boyfriend) Win / Achieve Act (to act)
Ex (husband) Get To build
Similar To lecture
Verbs; Control
Parecer
Advise / Advice Lunch Distract
Correct Dinner Develop
Review to launch Extra vocabulary:
Distribute Rent / Rental Sloth
To deceive Invite Magazine
To embarrass Discuss Sort
To infuriate Take off Fofo(a)
Strive Place Stubborn
Demand To hunt Addicted
Save To intoxicate
Rebeide
Invent Contract
Despise Union / unite
Convince
Fix Zombar Envy
Smoke / Cigarette Decorate (memorize) Insult
Arrange Decorate (decoration) Fast
Prepare Provoke Reasoning
Organize Spy Logic
To try Expel Idea
To reprimand Fight Mental
To stroll Take Crazy
Betray (false) Defender Crazy / Insane

See the LIBRAS EGG Total 114 Signs

tohookup(dating) Affinity Passion I
li
 ~ egroom
To adviseIAdvice I
li
to enforce To demand I save I
li
 To invent IConvince I will fix

Organize IProvar To reprimand

li
 To flee

11
To hinder IConsolar IResolver ,
lIi
 o the dialogue of this lesson shows that Valdeci and Marilia are talking about the
dating relationship

Let's go for a walk! Let's sit here, I want to get to know you better. We
Can we talk a litle? I am in love with you, I am attracted to you,
you are very beautiful!
Thank you, actually I need to vent, solve my ex's problem.
boyfriend, lied, deceived me, cheated on me, I am hurt, disappointed.
We argued a lot, but I finished it, I came back again.
Well, I advise you to make an effort to forget, to disregard him, too.
Have the courage to ask him for time, to think about what his life means? He does not.é
unique man, there are better men.
I understand! I confess I can't forget him, I know he has flaws, I
[Link],buttheconversationhaschanged.

he promised never to do it again. Sometimes this gets in the way.

In my life, I study and also work.
I'm worried about you, but you need to focus on studying and working.
And think seriously. I know you are sensitive, able to endure pain. You are very
special! I admire you!
Thank you. I suspect him, it seems he is stil flirting with others.
women, but he is very affectionate, adores me, romantic. I feel
confused!
Do you need to prove if he likes you? Wait to see, to notice if he...
Did it change? Be careful not to suffer again, you may hate him. You need to defend.
protect, be patient, better organize your life for the sake of study,
college and family. Understand?
Marília: - True, this is nonsense! I'm embarrassed. Thank you for correcting me, I...
to please, to console me. I hate to suffer. I think I need peace, to fight, to dedicate
more studies concentrate work. Look there' (Look at Eden)
Ah, he, my friend, works with me, that rascal! There are so many women, go out.
cheating around, stealing women. Be careful he wil flirt with you and wants
Catch you! Run! Let's go now!
- Oh really! You sily, jealous, you're making things up! (looks at Marilia)
Don't believe him, he's provoking you' (laughs)
I invite you to have lunch together. Do you want to? I already reserved a table, do you want to go?
Together? Are we going?

Yes, let's go!

 Verbs: School materials: Restaurant
To complain Pen Association
To declaim Cola University
Achieve Durex Vestibular
Aging Book Museum
Change (change) Notebook Mail
Modify Pencil Farm
Deserve Colored pencil Bakery
Promise Rule Hotel
Overcome Scissors Motel
Touch Backpack Circus
Heal CO Garage
To overcrowd DVD Carnival
Spell Pen case Toll
Devour Pasta Hospital
Enrollment Leaf Shopping Center
Serve Drunk Lottery
Challenge Giz Supermarket
Count (quantity) Pointer Market
To move emotionally Agenda Store
Cusp Lugares: Government
Launch Country
Defecate Pharmacy Neighborhood
to fart City Hall Factory
disguise Church Police station
Search Airport
Investigate Army Extra vocabulary:
Search Aeronautics Voice
Create Bus stop About
To pay (payment) Company Neighbor
To lay down Castle Empty
Spread Theater Intelligent
Adopt Asylum Ptiy (gvies, compasso
i n)
Jump Avenue Poor
Babar Cadeia Rich
Scratch Cemetery Rich person / fortune

See the LIBRAS DVD Total 102 Signs

Im
To disguise Research Investigate
Search

----~.
To adopt IPular I
 The Book Notebook The pencil

11
 City Hall

11
 The Mail

li
Hotel Motel Circus

/
// --
Sick hotel
 IFactory IDelegacy

li
Poor Irico IrritatingIFortune I

li
 thedaiolgueofthsielsonshowsthatVad
leciandÉdenaretak
ln
iginsd
iethecar
aboutgsihstenigandgn
eitgotknowh
teycti

Wat,ilI'getmycarfromthegarage,meetmehereoraccommodateme.
Doyouwantogobycar?Woudl youkie
lo
t vstibeaufitlpalcesnih
tecytiofCu
bitria?
Yes, I hope to be here. I woud
l kile to know the ctiy of Curtb
i a, I want to get to know ti.
theater, museum, caste
l , shoppn
i g, go to the store to buy some thn
i gs for
Iaslowanttobuyfoodatthesupermarket,thengototheassoca
io
tin.
Deaf,[Link],Ineedtogotothebanktogetmoney,dont'forget!
-Okay, good, let's together explore other cool places, here Av. Brasil,
theresiasupermarket,atshoppn
igP-A-L-L-A-D-IU-Mn
isd
iethereare10dnemas,
hereni h
teÁguaVerdenegihborhood,lookpocileocife,rh
teresi [Link]
htee
rsianexh
ob
itnih
,tee
rsiapham
r acyh
,tee
rsiaposctoie
fh
,tee
rsihteyctiho,a
lolkah
tegoven
rmentheadquaetrsr

state of Paraná, that hosptia.l Here theater O-P-E-R-A D-EA-R-A-M-E

built in 1992, the entire structure was made of metal. The auditorium holds 2,500.
ful peope l . Know that Curtiba has many compane
i s, factore
i s, stores,
hotesl ,goodrestaurants.
N-o-S-S-A, I am n i o l ve, I drool over beautfiul Curtiba.
oh
terceits.m
I agniemewaklnigonfootgenitgtoknowthewhoel cyti,Iwoudl sue
f,r
Iwoud
l gvi eup,[Link],lsi nt'thereafarmnearby?Ariport
Co
l setohere?Isthereacase
tl toshowme?
-Yes,h
[Link]
iortsiverya
[Link],Idonth
'niktheresione.
[Link] OscarNe
i meyermuseumwasn
i augurated
h
temonh t ofNovemberni h
teyear2002cost50m
[Link]
tictname
O-S-(-A-R N-IE-M-E-Y-E-R. Dd i you understand? Ah, I want to tel you somethn
ig, fi
Doyousptiontheo
flor?Posilhedkeepsyou!
(Valdeci): - Stop! You cant' pretend, I know you are fooling me!
- Just kd i dn
i g! You ce l ver one! My dream si to vsiti several countre
i s.
(Valdeci):- Cool! Me too. Bad smel??? What is it? Did you fart?
(Eden): - Not me! The smel si outsd i e!
Just kidding! I tricked you!
- you syli!
 Religion and BibleI
Extra Vocabulary and Professions
Thsielsonam i stopresentvocabualryofprofesoinsforcustomerservcie.
[Link].
Vocabulary:

Religion and Bible: Marvelous Swear word (obscene)

Regret Sly
Religion Temptation Adversary
God Sin Identical
Bible Preaching professions;
Jesus Tithe
Christ Offer Pilot
Holy Spirit Retired
Disciples
Sir Designer
Ten commandments
Glory Coordinator
Hallelujah Jews
Physiotherapist
Louvar Catholic Teaching
Amen Christian Driver
To bless Satan / Devil Biologist
To curse Demons Soldier
Sky Angel Dentist
Inferno Reporter
Eternal
Extra vocabulary:
Lawyer
path Politics Waiter
Saint Word Student
Save Tear Operator
Faithful Noise Pedagogy
Unfaithful Coward Governor
Cross to forgive Mayor
Crucify Pardon Councilor
Pray Wisdom Deputy
Father Rei Senator
Mother Queen Judge
Pastor to sing Psychologist
Faith Music Psychiatrist
Baptism Coral Union
Kingdom Tough Engineer
Throne Horrible Architect
Grace Crazy Designer

See the LIBRAS EGG Total 95 Signs

 •

The Bible

Holy Spirit Mr.

IMister(company, o
rellglosol

111
Amen

The sky Inferno IEterno@l~__ ~I.

li
 Faithful

I crucify

li
- '- - " - - - ~~__~I
111
 IOez mandates IJews

li
~ I
I
 I. .

Engineer (male/female) Architect Designer

li
 o The dialogue of this lesson shows that Valdeci and Éden are discussing the Bible and God.
(Eden): - at the lagoon, there are flowers, trees, sun, garden, beautiful people. It was God.
Look
Do it universe, He is wonderful!
Yes, glory to God, the Bible says: repent. we need to have faith
Jesus inside the heart. Jesus was crucified, died on the cross to save us and
forgive our sin.
Jesus shows the way, will have eternal life in heaven. If we are faithful to God? God
bless, give grace, give wisdom, He sends angels to take care of us. But not
let temptation fall, Satan.
Valdeci Do you know the Bible M-A-T-T-H-E-W speaks about Our Father?
Our Father who art in heaven, hallowed be thy name, thy kingdom come to us
your kingdom come, your will be done, on earth as it is in heaven.
Give us this day our daily bread; forgive us our trespasses,
as we forgive those who have offended us, and do not us
deixeis cair em tentação, mas livrai-nos do mal. Amém.
Amen! Hallelujah! I am moved, almost in tears, wanting to go to church.
sing, praise and worship Jesus Christ! - Amen
(Valdeci):- We talk about God. Do you know how to sing songs? Can you sing?
us?
Yes, shall we signal music?
Like Zacchaeus
I want to go up
As high as I can
Just to see you
Looking at You
And to draw your attention to me.
I need You, Lord
I needTI,Oh! Father
I am too small
Give me Your Peace
I leave everything to follow you.

Come into my house

Enter my life
Mess with my structure
Heal all the wounds
Teach me to have Holiness
I want to love only You,
Because the Lord is my greater good,
Do a miracle in me.
 Help - 102 Association - 202 Bank - 109
AJuntar' 173 To frighten. 153 Brazil - 165
Alagoas - 165 Up toIFinal - 57 Brasilia - 166
orange 109 Attention - 158 Bravejar (brave) - 115
Alcohol. 172 Medical certificate 151 Brief. 175
To you.146 Cheerful - 117 Attracted - 180 Fight - 116
On sight - 78 Hallelujah - 209 Hinder - 187 Brightness. 111
to overcrowd 195 Some. 105 Back. 89 Play (playfulness) 62
Bless. Foods. 70 Delayed - 154 Gross 116
Abismar.77 Search 197
Relieve.75 Runover - 137
Pay (payment) - 197 BRADESCO - 129
Lunch - 185 Act (to act) - 189
Abort 180 High. 93 Auditorium - 97
Embrace. 72
RentIRent 185 Increase (size) 75
April 124
Student.217 Increase (value) - 76
Open. 60 Hunt. 186
Target. 175 Evaluation - 159
Open the bottle - 60 Hot dog • 124
Curse - 209 Avenue. 201
Open the window - 61 Each. 162
Tomorrow - 56 Plane - 176
Open the door - 61 Chain.201
Lover - 87 Notify
Absurd - 146 Chair. 128
Amapá. 165 Grandfather - 85
Abuse. 116 Notebook - 198
Amar. 73 Azar - 188
End - 115 Cafe. 124
Yellow - 109
Seize - 119 Cair - 139
Tie - 75
Accept - 114
Amazon 165 Calar - 60
Turn on the light - 61
Ambulance - 142 Pants. 111
Light the candle. 62 Babar' 198
Amen - 209 Panties - 112
Turn on the headlights - 62 Bahia. 166
Friend Calendar. 119
Light the fire - 62 Neighborhood - 204
Friendship. 179 Calm - 104
Light the lighter - 62 Low - 93
Walk 77 Heat - 169
Pickle. 103 Bank. 128
Excited - 117 Truck - 97
I think. 103 BANK CAIXA - 129
Birthday. 155 Path - 210
Accident - 137 BANK OF BRAZIL - 128
Angel. 213 Shirt - 112
Here • 93 REAL BANK - 129
Year - 66 T-shirt - 111
To accompany 77 Flag - 175
YesISeries '83 Pen - 198
Advise - 180 Bathroom - 96
Anticipate - 152 Tire - 139
HappenIOccur - 139 Cheap - 79
The day before yesterday - 99 Sing - 214
Wake up.63 Boat - 98
Before. 80 Capital. 165
Get used to - 62 Noise. 213
Old 156 Affection - 180
Acre - 165 Batter - 62
Believe. 76 Turn off the light. 61 Carnival. 203
Hit (strikes) - 63
Sugar - 122 Blow out the candle - 62 Meat - 123
Battery (port) • 63
Accuse. 184 Turn off the headlight - 62 Dear - 79
Beat (beating) - 63
Goodbye - 57 Put out the fire. Car.97
To hit the car 63
Ahead. 154 Passionate - 179 Baptism - 211 Cart 98
Admire.78 Apartment - 97 Baby. 86 Letter. 133
Applaud - 144 Card. 133
Teenager - 85 DrinkITake - 116
To adore. 184 Pointer. 200 Beige - 110 Identity card (RG) 8=
Worship (deity) - 184 Retired - 216 Kiss - 114 Work permit - :51
Adopt - 197 Retirement - 146 Kissing (hot) - 114 House - 96
Adult • 85 Learn - 103 Well - 66 Marry - 84
Opponent - 215 Present - 159 Bermuda - 111 Castle - 201
Lawyer - 217 Taking advantage - 116 Bible - 208 Punishment. 118
Aeronautics - 201 Here - 66 Library - 96 Catholic - 212
Airport - 200 Architect • 218 Bicycle - 97 CD - 199
Withdraw - 64 Regret - 211 Bilhão - 130 Ceará - 166
Affinity - 179 Arrogant - 160 Biologist - 216 I yield.
Drowning - 137 Rice. 123 Great-grandfather - 87 Cemetery - 202
Agenda. 200 Arrange - 182 Nonsense • 142 Cents. 78
Now. 100 Tree - 169 Bobo - 156 Center - 141
August - 126 Sometimes - 105 Ticket - 134 Marriage certificate - 83
~radar - 189 Asylum - 201 Bolo - 122 Birth certificate
Water - 169 Thus - 67 GoodIBoa - 56 .83
Still - 154 Signature - 151 Nice (a) • 67 Sure. 80
Not yet - 154 Watch - 158 Rubber - 200 BeerIChop - 124
 Sky. 209 Invite - 185 Rest - 103 Effective / Efficient • 67
Chapter 122 Coordinator - 216 Descend stairs. 74 Egocentric - 118
Call. 72 Copy.145 To distrust 76 Selfish. 174
Chato. 155 Cup' 126 Discount 134 HeIShe is 58
Chief. 106 Cor. 109 Apologize - 60 Electricity. 70
Arrive 113 Heart - 106 From - 159 Elevator - 144
FullIFill - 145 Courage - 143 Desire - 158 E-mail. 148
To smellIBreathe - 140 Coral - 214 Unemployed. Below. 93
Bad smell. 90 Mail - 202 To draw 152 Although
Fragrant - 90 Correct - 181 Designer. 218 To intoxicate 186
Check - 130 Costurar. 112 Develop 189 . Excite - 196
Chocolate - 122- Leather - 162 Designer - 216 Company - 201
Electric shock - 137 Coward. 214 Desist - 153 Employee - 143
Cry - 114 Coxinha - 122 Desmatar - 171 Borrow. 134
Barbecue. 124 Kitchen - 96 Dismiss (exonerate) - 140 Loan 134
Kick. 140 CPF.84 Awakening 63 Push - 184
Rain - 169 Credit 131 Despise. 186 Find - 103
City - 165 Grow - 75 Destroy 75 Address. 83
Cinema. 146 . Child - 86 I hate. 147 Confront - 183
Gray. 110 Create 197 God - 208 Enrage - 181
Circus. 203 Christian 213 Duty (obligation) • 113 To deceive. 181
Jealousy - 119 Christ - 208 Devour 195 Engineer.
Clear - 110 Crucify - 210 The Ten Commandments 212 Funny - 142
Greed. 158 Cruz - 210 . December. 126 Teach - 102
Scratch. 198 Cueca. 112 Day - 56 Understand. 60
Thing - 67 Careful - 143 Daily (every) Enter - 64
Cola. 198 Care - 138 days) - 100 Aging - 194
Spoon' 127 To blame. 113 Difficult - 118 To embarrass. 181
Put. 186 Cult (civilized) • 161 Decrease (size) -,76 Wrong. 80
WithITogether. 92 Worship (church) - 161 Decrease (value) • 76 School - 96
Excuse me - 57 Culture - 159 Money 129 SchoolingISeries • 83
Cc:mbinar (o::rnbina:;ão) - 74 Brother-in-law/Sister-in-law - 86 Right - 90 Choose 73
Combine (commitment) Cure - 195 Law. 151 Hide - 102
.74 Curious. Board - 97 Slave - 144
Start - 60 Course - 65 Disciples • 212 Write. 113
With me. 59 Short - 119 Disagree. 140 Dark - 111
How - 67 Cuspir - 196 Discrimination - 92 Effort - 181
Compare - 153 Discuss - 185 Spread 197
Compensate - 103 Disguise 196 Special - 91
Compete - 103 Distância - 159 Hope '91
CompleteIConclude. Dance - 144 Distract 189 Wait. 116
Buy - 73 Dar - 72 Distribute - 181 Esperto - 78
You're welcome. 57 Divide. 131
Comprido(a) - 119 Spy - 187
Communicate - 114 Debit - 131 Overwhelmed - 85 Espinho, 172
Concentrate 140 Disappointment.174 Tithe. 212 Holy Spirit - 166
Agree - 153 Recite - 194 Document - 83 Holy Spirit. 208
Contest. 146 D emrar(deaJooção).I86 Doença I Domy 137 Forget - 114
Manufacturing 70 From oor.w(~r). 186 ido - 191 Left - 90
Confess - 140 Dedicate. 189 Dollar - 131 State 165
Trust. 76 Defecate - 196 Sunday.99 To be - 101
Confusion - 106 Defect - 148 Both. 106 Strategic 175
Know. 101 Defender - 187 Dor - 137 Study - 116
Get - 185 Deficient. 160 Sleep - 63 Rape - 157
Fix. 182 Die - 197 Golden 110 Eternal - 209
Console - 187 Let (allow) 75 During - 154 I.58
Construction, 71 Leave (resign) 75 Durex - 198 Prevent - 102
Account - 130 Police station • 204 Hard - 215 Ex (husband) - 180
Current account. 131 Delicious (tasty) • 157 Doubt - 162 Ex (boyfriend) 180
Count (quantity) - 1% Demons - 213 ovO - 199 Example 145
Content. 91 Delay.67 Exêrdto - 201
Continue - 174 Dentista - 216 Demand 181
Against - 104 Inside. 172 Exist - 75
Contract. 186 Later - 80 Experience ~ 145
Control - 189 Deputy - 218 Experiment - 115
Convince. 182 To vent. 153 Explain 64
Convinced - 161 Challenge - 195 Explore 183
Conversing - 71 Discouraged • 117 Expel. 187
 Unfaithful - 210 Leader-174
Inflation - 133 UmlXl-147
Computer Science.
70 Undo(a). 67
Factory - 204 Enemy - 147 book - 143
Make - 127 Enmity. 179 book-198
Easy. 117 Innocent. 161 garbage - 128
College - 141 WinIget - 184 Registration - 80 logic - 191
Speak - 60 Garage 203 Instructor - 106 achieve - 194
To lack (object) - 152 Waiter. 217 Insult - 191 store - 204
Missing (person) • 152 Fork. 127 Intelligent - 205 far 104
yI1lCountryIParent - 84
Fam Gasolina - 172 Interesting. 158 lottery. 203
Famous. Spend. 134 Internet - 148 crazyIMadmen. 191
Pharmacy. 200 GeladeIra. 127 Interpreter. 92 blondeIblonde - 110
Satiated - 90 Twins - 85 Interrupt. 183 lump 209
Fazenda - 202 StepfatherINora - 88 Envy - 191 profit. 132
Do - 72 Manager. 106 Invent 182 place 143
Faith - 211 Giz. 200 Investigate - 196 to fight. 187
Close - 61 Glory. 209 LuxuryIChic - 160
Invest 133
Close the window - 61 Goiás' 166 Ir. 78
Close the door - 61 Fat - 90 Brother(sister) - 85
Like - 115
Close the lid. 61 ITAU - 129
Governor • 217 Pasta - 123
Bean - 123
Government - 204
Ugly Madeira - 171
Grace - 211 Stepmother. 87
happy. 156
Graph - 70 Mother. 211
Holiday - 66 Large. 104 Yes-79
Vacation - 66 It was (it was already) - 80 Dawn - 154
Free (for nothing) - 105
Party - 142 January - 124 Mother. 84
Pregnancy. 180
February - 125 Dinner - 185 Teaching - 216
Gross (a) - 117
Fiado-131 Save - 181 Garden. 172 Magoa - 174
Stay. 64 War - 146 Jesus' 208 Lean. 91
To hook up (dating) - 179 Sugar - 158 Young - 86 May. 124
Fiel- 210 Jews - 212 But. 89
Son/Daughter - 84 Judging. 140 More or less 65
Camcorder - 146 Judge. 218 'educated - 90
Film - 146 Helicopter - 176 Judgment - 175 Send - 72
Film - 91 Hygiene - 137 Judgment (to judge).175 Morning - 56
Weekend. 57 Hypocrisy. 176 July. 126 Map - 144
Finances/Financial. 134 Today. 100 June - 126 Mar - 170
Pretend. 77 Man - 84 Interest - 130 Maranhão - 166
Fine (a) - 117 Hour - 66 Wonder - 211
Firm - 92 Overtime - 132 Mark. 74
Supervise - 132 Hours - 153 larcenia - 70
Physiotherapist - 216 Horrible. 215 there - 59 March - 125
Flirt. 184 Hospital - 203 lagoon 171 Navy - 176
Flower - 169 Hotel - 203 lágrima - 213 Brown - 109
Fofo(a) - 190 HSBC. 129 launch - 196 More - 89
Gossip 77 Humble - 147 launch 185 Natar.77
Stove - 127 pencil. 198 Mato Grosso - 166
Rocket - 176 colored pencil - 199 Mato Grosso do Sul. 166
Leave - 66 wash - 188 Register. 195
Page - 169 Idade. 89 wash the dishes - 188 [Link]"ÓJeiS 70
-
Sheet - 199 Idea-191 wash the clothes - 188 Doctor. 144
Time sheet - 151 Identical - 215 wash hands - 188 Measure (tape measure) • 162
Hunger - 90 Idoso(a) - 86 wash the hair - 188 Honey - 173
Forum. 173 Ignorant - 176 wash the face. Half - 112
Strong - 173 Church - 200 legal - 156 Half an hour - 153
Photo - 190 Island - 171 leis - 151 environment - 71
PhotoIphotography - 142 Imaglt1ar - 64 leite - 122 daily-reading - 154
photograph - 140 Imperfect - 148 remember - 114 Better. 118
Fraco(a)-173 Importante. 119 read. 152 Beggar - 139
Chicken. 123 Impossible - 161 read - 168 Menlno(a) - 85
Fracture (to break) - 137 Imposto - 133 to lift 73 Mental. 191
Front - 89 Print - 183 Lift (the head) • 73 Lie - 172
Attend. 101 Inauguration - 160 raise (standing) - 73 Market. 204
Cold - 169 To disturbIAmolar - 76 carry - 187 Deserve - 194
Fruits. 123 Individual - 160 level - 161 Month.124
Flee - 184 Inferno - 209 lesson - 92 Table - 127
Metal (iron) - 171 Thank you Stone - 171 Black. 109
Stuck - 160 Observation - 159 To takeITake - 113 Cousin • 85
Metro - 98 Hidden - 176 Fart - 196 Problem - 105
Meu / Minha - 59 Occupied - 118 Pelejar - 116 Professor - 106
MiI- 130 Hate. Pity (sorrow, compassion) • 205 Professional - 151
Million. 130 West. 168 Penal (case). 199 Deep. 91
MimIMe. 105 Offer. 212 Think - 71 Prohibit - 153
Minas Gerais. 166 Office - 96 Small - 104 Promise - 194
Minute - 66 Hi-56 Perceive - 76 Ready - 80
Backpack - 199 Where - 79 Forgiveness. 214
Protect - 102
Modify - 194 Bus - 98 Lose - 101 Test. 182
To dwell. 72 Yesterday - 99 Forgive - 214 Provoke - 187
Animal bites. 138 Opinion - 92 Spender Psychologist - 218
Die - 102 Opportunity / Chance .134 Psychiatrist - 218
Show - 101 106 Perfect - 148 Jump - 197
Motel. 203 To prayIPray - 210 Ask - 102
Moto. 98 Organize - 182 Dangerous.
Driver - 216 Qrgulho - 147 Pernambuco. 167
Msn - 148 Qtimo. 156 Chase - 188
Change (changing) - 194 Ou.79 Persevere - 139
Many times. 92 Gold - 111 Perto. 104 Qual - 88
Very/Enough/So much-91 Daring - 143 Heavy. 161 Any - 88
Woman. 84 Other - 118 Fishing - 174 When.88
Fine. 132 October. 126 Search - 196 How much does it cost? - 79

World - 143 Listener. 104 Person - 87 How many - 88

Museum - 202 Joke - 142 Wednesday. 99
Music. 214 Piauí. 167 Almost. 155
Popsicle - 123 What - 88
Patience. 145 Pilot - 215 Cheese - 124
Bakery - 202 Worse. 118 Burn. 138
Boyfriend/Girlfriend - 87 Stepfather - 87 Pizza - 124 Who. 88
No. 65 Father - 210 Poor - 205 Hot - 170
Do not understand. 60 Godfather/Godmother • 87 Can. 119 To want. S9
Not to like. 115 Payment. 132 Police - 142 Thursday - 99
Cannot - 119 Pay - 73 Politics - 213 Quite - 148
Not wanting. 59 Father.84 Bus stop. 201
Not knowing / I don't know • 71 Country - 204 Punctually - 154
Not have. 72 Passion. 179 For cause - 155
Do not see. 59 Word. 213 Please - 57 Reasoning - 191
To be born. 77 Swear word (obscene) - 215
That's why. 155 Radio. 128
Ship. 97 Speak. 189 Percentage - 132 Queen. 214
Négodo - 131 Clown - 162 Why / Why - 105 Ray - 170
Nervous • 104 Panela - 127 Ordinance - 105 Raivar. 115
Net (a). 86 bread - 124 PossibleI am able -161 Rancor - 118
Neutral. 161 Paper - 93 Little Fast. 67
Neve - 170 Flirt - 184 Savings. 130 Reason - 159
Nobody.89 For - 155 Save - 134 Reais - 78
Night. 56 Paragraph. 167 People. 87 Rebel - 190
Groom/Bride - 87 Paraiba - 167 Square - 141 Receive. 113
Name. 65 Paraná. 167 Beach - 170 Claim. 194
Normal- 155 Stop - 103 Silver - 110 Redor - 160
North. 168 Installment. 79 Plate - 127 Canteen - 96
We-58 Opinion. 185 Pleasure - 101 Soda - 124
OurIWow. 58 Particular. 154 Precisely. 101 Rules - 151
Note - 132 Past - 100 Prejudice - 91 Ruler. 199
Invoice. 132 Passage. 145 Building - 97 Rei - 214
November - 126 Pass - 152 Mayor - 217 Kingdom - 211
News. 148 Stroll. 183 City Hall. 200 Reallocation. 179
New(a).145 Pasta - 199 Preaching - 212 Religion - 208
NudezINo. 175 Pastel - 123 Laziness. 190 Medicine. 143
Number. 80 Pastor - 211 Loss. 157 Repeat/Again/From
Heritage - 133 Worry. 101 new. 183
Peace - 156 Prepare - 182 Reporter - 217
Sin - 212 Presence - 156 Reprimand - 182
Toll - 203 Present - 100 Reserve - 183
Pedagogy. 217 President - 157 Resolver. 187
To ask - 59 Ham. 122 Respect - 113
Responder - 102 Sensível. 160 Fabric - 117 Old
Responsabilidade - 156 Sit. 74 Stubborn - 190 Fast- 191
Responsible. 156 Feel. 114 Telephone. 93 Win. 195
Restaurant. 202 Separate - 173 Operator - 217 Due Date - 133
Meeting - 64 To be / Am / Be. 155 Television - 128 Selling - 73
Gather. 64 Sergipe - 168 Television lCO • 128 Venom - 138
Review. 181 serious - 169 Weather Wind - 171
Magazine - 190 Ironworking. 71 .100 SeeILook. 59
Rich / Fortune - 205 Serve. 195 Time (moment) 100 Words - 133
Rico - 205 Servo. 143 Tempo (pause) - 100 Truth • 172
Rio - 170 September - 126 Tennis. 112 Green - 110
Rio de Janeiro. 167 YourIYourIYouITua • 58 Temptation. 212 Vegetables - 123
Rio Grande do Norte - 167 Friday. 99 Try - 115 City Councilor. 217
Rio Grande do Sul - 167 Shopping (enter - 203 Ter. 72 Red. 110
Bus Station - 141 Secrecy. 147 Tuesday. 99 Entrance exam. 202
Romantic. 179 Signify - 183 Finish. 115 Dress. 111
Rondônia. 167 Silence - 162 Earth - 170 Travel - 139
Roraima - 168 Yes - 65 Earthquake - 171 Vice President. 157
Rose - 109 Simple - 155 Scissors - 199 Provided 190
Steal. 138 Signal - 106 Testimony. 175 Vigil - 152
Purple. 110 Union - 218 TIo(a) - 86 Violence. 157
Street - 79 Only. 173 Type (option) - 119 Assaulted - 157
Ruim - 89 About. 205 Remove. 186 Violent - 157
Nephew/Niece - 86 Tocantins - 168 ManILet's go - 73
Member (club) 144 Play - 195 Visit - 114
Partner (partnership) - 144 All. 58 LiveILife. 75
Saturday - 99 Sofa - 127 Tomara - 91 Neighbor. 205
Wisdom. 214 Suffer - 77 Tomato - 124 You - 58
Saber - 71 509,,,(a) - 86 Dizziness. 138 Back - 73
Sacrifice - 174 Sol- 170 Total. 93 Vomiting. 138
Rascal. Soldier - 216 Work - 139 Will. 157
Skirt. 111 Spell out. 195 Translation - 92 You - 58
Sair - 64 Single - 85 To betray (horned) 180 Vote - 102
Salt • 122 Sum - 93 Betray (false) - 183 I will. 78
Room - 96 Dream - 63 Traffic - 141 Voice - 205
Salario - 132 I am - 64 Transport - 70 Volcano 171
Balance. 129 Sort - 190 Tractor - 98
Save - 210 Ice cream. 124 Train - 64
Blood. 162 Alone - 173 Train 98
Santa Catarina - 168 Suar - 188 Trillion - 130
SANTANDER - 129 Upload - 74 Sad - 117
Saint - 210 Climb stairs - 74 Change. 76
São Paulo - 168 Submarine. 176 Change. 133
Shoe - 112 Submission. 147 Throne - 211
I took out 130 Suborn - 189 Thunder - 170
Satan / Devil - 213 Replace - 152 Everything. 58

Longing - 105 Juice. 124 All good - 56

Health - 138 Dirty - 147
Secretary - 65 Sul - 168
Venue (place) - 158 Sumir - 74
sede (sensação) - 158 Overcome - 77 Wow - 118
secret / Secret - 147 Supermarket - 204 New last - 145
follow - 74 Support / Endure UnionIJoin - 190
move forward. 60 139 UNBANK • 129
Monday - 98 Deaf - 104 Uniform. 112
second - 66 Surprise (surprise) 153 University - 202
Work safety. 71 Bra - 112 Universe. 172
sure (firm, protected) Used (spent) - 141
-93 Use (exercise) - 141
Insurance (insurance company) • 134
Traffic light. 144
Week. 99
to resemble (similar) - 185
Always. 174
Senator - 218
Lord. 208
 BIBLIOGRAPHIC REFERENCES
CAPOVILLA, F. C. (org.) u
lIstrated manual of sg
i nasl and communciao
tin systems on the network for the deaf.
Paulo;InstiuteofPsychologyoftheUniversityofSãoPaulo,1998.
FEUPE, T.A The syntactic-semantic relation two verbs and theri arguments n
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MEC/[Link]à grammar of UBRAS. In: Special Education: Brazilan Sign Language. Volume li.
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MON'T'ERIO, M.5.; MOW(A, M.C Variations and changes in sign language. UFRJ: Rio de Janeiro, 1993.
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acqusi [Link]' Thessi .[Link] l gre,RS.1995.
QUADROS, R.M. The expressiveness of sign languages. In: STROBEL, K.L. & DIAS, S.M.5. Deafness: general approach.
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QUADROSR,M.E. ducaçãodesurdosa
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STROBEl, K.L& DIAS, S.M.S (eds.) UBRAS: Brazilan Sign Language. FENEI5. [Link], Curitba, PR, 1995: 22.23.
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ILLUSTRATIONS
Fi<]u,"1(p.13)Veloso,Eden,2009.
Figures1to12(pp14-16)Veloso,ÉdenIn:Maia,Valded,2009.
Figure1(p.21Ari5tOteIes-http:/[Link]/wiki/Aristotelian_logic.
Figure3(p.21)[Link]://[Link]:om/2008/02/[Link]
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