A implantação da LIBRAS nas licenciaturas: desmistificando conceitos

Abstract

RESUMOEste artigo objetiva apresentar uma investigação sobre a Língua Brasileira de Sinais (Libras) como disciplina curricular obrigatória nos cursos de licenciatura, no sentido de apontar sobre a sua importância para a desmistificação em torno dos conceitos de surdo e de Libras, nos professores em formação. Trata-se de uma pesquisa de campo com abordagem qualitativa. Metodologicamente, foram aplicados dois questionamentos a treze acadêmicos de licenciatura, necessariamente matriculados na disciplina de Libras, e que aceitaram participar da investigação, sendo o primeiro questionamento no início do semestre letivo, e o segundo no seu término. Nos dois momentos, os participantes escreveram, de próprio punho, sobre o entendimento de dois termos: surdo e Libras. O intuito era a verificação se haveria mudança de conceitos sobre o surdo e a Libras, durante a disciplina. Os resultados permitem considerar que a inserção de tal disciplina na licenciatura, de fato, tem relevância, pois, verificou-se que a mesma pode contribuir com a alteração dos conceitos em questão, aprimorando, assim, o conhecimento dos professores em formação sobre o surdo e a Libras.Palavras-chave: Língua Brasileira de Sinais. Licenciatura. Docência. Inclusão. ABSTRACTThis article aims to present an investigation about the Brazilian Language of Signals (Libras) as a required curricular discipline in undergraduate courses, in order to point out its importance for the demystification around the concepts of deaf and Libras in the teachers in formation. This is a field research with a qualitative approach. Methodologically, two questions were applied to thirteen undergraduate students, necessarily enrolled in the discipline of Libras, and who accepted to participate in the investigation, being the first questioning at the beginning of the semester, and the second in its finished. In the two moments, the participants wrote, in their own hand, on the understanding of the two terms: deaf and Libras. The intention was to verify if there would be a change of concepts about the deaf and the Libras during the discipline. The results allow to consider that the insertion of such discipline in the undergraduate, in fact, has relevance, therefore, it was verified that it can contribute with the alteration of the concepts in question, thus improving the knowledge of the teachers in formation on the deaf and Libras.

A inclusão da disciplina de Libras nos cursos de licenciatura: visão do futuro docente

“…Learning some signs will not help these future teachers with deaf students in the inclusive context of a classroom. This research corroborates another study (3) , as it evidenced that only the basic knowledge of the sign language is not enough to provide a future teacher with fluency.…”

“…Research (3) highlighted that the objective of Libras discipline in Higher Education should be the guidance of future teachers' educational task, so that they can teach their students how the language was built, and set it in the historical, social and cultural context. Thus, the discipline will not solve all the issues regarding deaf education, but it can be considered a gateway to new struggles and conquests by the deaf community.…”

“…A study (3) clarified the relevance of Libras discipline as mandatory in teaching graduation courses, not only to put down misconceptions on deafness, but also to favor future teachers with the use of more efficient teaching practices to deaf people at regular schools, and the expansion of the sign language in these settings.…”

“…Although several studies (6)(7)(8) have pointed out the importance of Libras discipline in Higher Education, research addressing this issue (3,9) argued if only a discipline, attended along a graduation course, would be enough to prepare teachers for interacting with deaf students in school settings.…”

Estudo da perspectiva de futuros docentes sobre a formação inicial e aplicação de jogos em diferentes modalidades de ensino/ Study of the perspective of future teachers on initial training and application of games in different educational modalities

“…Entretanto, é de extrema relevância que o professor domine conhecimentos teóricos e metodológicos a respeito dos jogos, pois a eficácia está diretamente relacionada com o planejamento durante o desenvolvimento e a aplicação desta atividade (TAROUCO, 2004).…”