Education of deaf people is a challenge due to matters of language and identity established in the process of building knowledge and subjectivity. In this process, it is fundamental to recognise the use of LIBRAS (Brazilian Sign Language) as a natural language. This research assumes deafness as a difference; it shares with the socio-anthropological scope proposed by Skliar the idea that the deaf subject constitutes itself as such through the sign language. And it is through language that the subject is developed and formed in every interaction, discovery and exchanges that they make with others. The research is mainly based on Vygotsky"s studies, which state that, considering the social consequences of the different disabilities, deafness is characterised by the process of acquiring and developing language. This is due to the fact that the latter plays an important role in the development of children and, if language is acquired later on in life, it could jeopardise their development as whole, in cognitive, social and cultural aspects. The family also plays a fundamental role in this process, because no matter its constitution, it is the first place for social interaction, in which the deaf subject will make their first exchanges with others, be it through dialogue or plays. Therefore, interactions within the family micro-universe are crucial for the development of individuals. When writing chapters about the family, we shared the point of view and theories of Ariès, Salty, Melman and others, who have studies on the subject of family from Antiquity to the present day. This study aims to observe the interaction between the deaf child and their hearing sibling in ludic contexts, with the purpose of noticing how the communication between those siblings happens, how it is made through sign language and also how deafness is perceived by the hearing sibling at the moment. This research has a qualitative basis and included 4 families with a deaf child in their nucleus and at least one hearing sibling, at ages ranging from 5 to 11 years old. All observed deaf children take part in CEPRE"s (Rehabilitation Study and Research Centre Prof. Gabriel O.S. Porto). Programa Infantil: Linguagem e Surdez (Child Program: Language and Deafness). Data collection was made initially in ludic moments, in order to create bonds between the participants and the researcher. Subsequently, individual interviews were made with the hearing children and, finally, there were moments of interaction between siblings, also in CEPRE"s playroom. All the data was registered through filming and analysed based on Bardin"s method of Content Analysis. From the compiled data, it is possible to say that every observed subject presented communication and interaction with their siblings. In that communication we could notice the use of LIBRAS, as well as gestures, mimics, a lot of body language and some expressions created by themselves, which are not always understandable for outsiders. In several situations of plays and games analysed in this study, great dif...