Özet:

Abstract The present article was concerned with investigating the symbolic playing of deaf children. The research is supported to studies by Vygotsky (1989) and understands deafness from its linguistic and cultural differences (WITCHS, 2019; LOPES, 2013). The empirical material of this research is the result from observations of sessions of symbolic play, in which deaf children from 7 to 13 years of age participate. From this, three categories of analysis unfold: Objects, encounters and reinventions: where we analyze the relationship of children with objects and toys; Biculturality, presences and absences; where we look at children's play identifying the marks of deaf culture and hearing culture in this bicultural movement; and Ads and narratives: where we analyze the relationship between language and narratives present in the symbolic game. Concluding that language is fundamental to the playful experience, not only the language regarding the “word”, but the intrinsic language in the actions.

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