DESENVOLVIMENTO DA LINGUAGEM ORAL DA CRIANÇA CODA

This article presents a literature review on the linguistic development of hearing children of deaf parents (CODA), aimed at identifying what has been produced regarding the linguistic development of CODA children, with an emphasis on the Early Childhood Education context. It poses the question: how can the school contribute to the linguistic development of the CODA child in Early Childhood Education? Grounded in Cultural-Historical Theory, language development is understood as a process constituted within social relations and mediated by culturally organized practices. A literature search was conducted in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Periodicals Portal, considering national academic works published in Portuguese between 2015 and 2025 related to the education and linguistic development of CODA children. After applying the selection criteria, studies addressing aspects related to linguistic development, bimodal bilinguism, and the schooling of these children were analyzed. The analysis was guided by Cultural-Historical Theory and organized into three axes: linguistic development and social relations; bimodal bilinguism and the constitution of linguistic trajectories; and schooling, participation, and conditions for development. The results show that the linguistic trajectories of CODA children are heterogeneous and linked to different contexts of interaction and participation. They also highlight a scarcity of studies on the schooling and oral language development of CODAs in Early Childhood Education, pointing to the need to expand research on the social and pedagogical conditions that foster their participation and linguistic development.