Ensino de LIBRAS em uma perspectiva educacional inclusiva: contribuições da formação do professor para as práticas pedagógicas

Abstract

The present work aimed to analyze the contributions of teacher education with regard to pedagogical practices aimed at teaching LIBRAS as a second language for hearing students. For the bibliographic research, an exploratory-descriptive methodology was used, with a qualitative approach. A case study was also carried out, whose data collection was done through a semi-structured interview, containing three axes, with an elementary school teacher in the city of João Pessoa, as well as through a visit to the school where she taught. The work was divided into three chapters, the first addressed the historical context and the presence of the deaf person in the school, the second dealt with the challenges of teacher training, relating the teaching of LIBRAS and inclusive pedagogical practice and the third chapter discussed on the data collected in the case study. After carrying out the study, the great need to discuss the importance of initial training of LIBRAS teachers and their continued training was evidenced, as this training can justify possible pedagogical practices that do not contribute to educational inclusion.