A disciplina de libras na formação de professores

Abstract

This research is anchored in the desire to contribute to the inclusion of the Deaf and in the clarifications on the doubts that arose from the teaching according to the LIBRAS (Brazilian Sign Language) discipline in the course of Degree in Physics of the Federal Institute of Education, Science and Technology of Goiás - Jataí Campus. The aim of this study was to understand the role of the LIBRAS (Brazilian Sign Language) discipline in teacher training and analyze how it has contributed to the practice of graduates of the Federal University of Goiás - Jataí, so that the students Deaf are included. For this purpose, based on the assumptions of qualitative research, we used as methodology the case study, the instruments for data collection were constituted in the observation of the LIBRAS (Brazilian Sign Language) classes in the undergraduate courses of UFG, in the analysis of the syllabi and curricular matrices of these courses, as well as in the of the teachers of the LIBRAS (Brasilian Sign Language) discipline, besides the application and analysis of questionnaires. The analysis of the data collected allowed us to conclude that the LIBRAS (Brazilian Sign Language) discipline in the formation of teachers is seen as a time to teach the language, focusing only on the lexical learning and conversation practices through dialogues, so that graduates are deprived of knowledge about methodological approaches that make it possible to know the Deaf and their educational specificities. Thus, in agreement with the rules of the Master's Program, to which this research is linked, as an educational product, a course to complement the training that was missing for these graduates, without forgetting that this training is always to be continued. Thus, we developed media an educational site, in which the classes and materials used in this course are made available, with the intention of reaching as many people as possible, with the purpose of contributing to the acceptance of the educational differences of the Deaf. Lastly, we conclude that although there is no revenue that will end the educational difficulties faced by the Deaf people, an understanding of the role of the LIBRAS (Brasilian Sign Language) to the teacher training and contribution to content needed to train teachers. A teacher who is able to act in front of a class that has Deaf students, cooperates to minimize the educational barriers contained in the inclusion of these subjects.