Tensões e enfrentamentos da formação dos professores de Libras no ensino superior
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revista de Estudos e Pesquisas sobre Ensino Tecnológico
ISSN
2446-774X
Página(s)/e-location
e146422
Idioma(s)
pt, en
Fonte
Fonte
Manaus, AM
8
1
8
1
Coleções
Resumo
A formação do professor de Língua Brasileira de Sinais (Libras) é um processo que ainda se encontra em construção no Brasil. Esse trabalho é um recorte de uma pesquisa de mestradoque tem o objetivo de apresentar e problematizar as tensões e estranhamentos que se apresentam entre a ocupação do lugar de docência da Libras por profissionais surdos e ouvintes. Também, pondera-se a inserção da língua como disciplina nas Instituições de Ensino Superior (IES) e seus desdobramentos, bem como as perspectivas referentes à formação continuada de professores de Libras. Metodologicamente, propõe-se uma pesquisa qualitativa, em que os dados foram produzidos a partir da escuta das narrativas de formação de seis professores de Libras de duas IES do Rio Grande do Sul, sendo eles três surdos e três ouvintes e analisados a partirda Análise de Conteúdo (BARDIN, 2016). Assim, compreende-se que, embora haja a priorização dos surdos na formação de professores de Libras e na docência dessa língua, há a necessidade de formação específica para tal atuação, o que justifica a presença de docentes ouvintes devidamente capacitados ocupando esse cargo em IES. Por fim, acredita-se que, ao se percorrer um universo atravessado por significados construídos ao longo da história da surdez e da própria formação docente, é possível reconhecer os avanços e as necessidades com relação à temática.
The training teacher of the Brazilian Sign Language (Libras) is a process that is still under construction in Brazil. This work is an excerpt from a master’s research that aims to present and problematize the tensions and strangeness that present themselves between the occupation of the place of teaching of Libras by deaf professionals and listeners. Also, the insertion of the language as a discipline in Higher Education Institutions (IES, sign in portuguese) and its developments is considered, as well as the perspectives regarding the continuing training of Libras teachers. Methodologically, it is proposed a qualitative research, in which the data were produced from listening to the narratives of formation of six teachers of Libras of two Higher Education Institutions of Rio Grande do Sul, being them three deaf and three listeners and analyzed from the Content Analysis (BARDIN, 2016). Thus, it is understood that, although there is the prioritization of the deaf in the formation of teachers of Libras and in the teaching of this language, there is a need for specific training for such action which justifies the presence of teachers listeners duly qualified occupying this position in Higher Education Institutions. Finally, it is believed that, as one traverses auniverse crossed by meanings constructed throughout the history of deafness and of the teacher’s own training, it is possible to recognize the advances and needs in relation to the theme.
The training teacher of the Brazilian Sign Language (Libras) is a process that is still under construction in Brazil. This work is an excerpt from a master’s research that aims to present and problematize the tensions and strangeness that present themselves between the occupation of the place of teaching of Libras by deaf professionals and listeners. Also, the insertion of the language as a discipline in Higher Education Institutions (IES, sign in portuguese) and its developments is considered, as well as the perspectives regarding the continuing training of Libras teachers. Methodologically, it is proposed a qualitative research, in which the data were produced from listening to the narratives of formation of six teachers of Libras of two Higher Education Institutions of Rio Grande do Sul, being them three deaf and three listeners and analyzed from the Content Analysis (BARDIN, 2016). Thus, it is understood that, although there is the prioritization of the deaf in the formation of teachers of Libras and in the teaching of this language, there is a need for specific training for such action which justifies the presence of teachers listeners duly qualified occupying this position in Higher Education Institutions. Finally, it is believed that, as one traverses auniverse crossed by meanings constructed throughout the history of deafness and of the teacher’s own training, it is possible to recognize the advances and needs in relation to the theme.
Descrição
Palavras-chave
Ensino superior, Formação docente, Língua brasileira de sinais., Higher education, Training teachers, Brazilian sign language.
Citação
CORRÊA, Lucinara Bastiani ; BRANCHER, Vantoir Roberto ; FERRÃO-CORDERO, Bibianna. Tensões e enfrentamentos da formação dos professores de Libras no ensino superior. Revista de Estudos e Pesquisas sobre Ensino Tecnológico, Manaus, AM, v. 8, n. 1, p. e146422. 2022. https://doi.org/10.31417/educitec.v8.1464. Disponível em: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1464. Acesso em: 2024-02-28