Formação continuada para docentes em LIBRAS: do aprendizado à aplicabilidade em sala de aula

Abstract

The acquisition of a language appears as a way of providing individuals with the opportunity to get to know, not just another language, but the culture of that people. When we think about deaf students, learning Libras is providing conditions so that these subjects have the means to remain in school, and thus they can have access to knowledge of the various sciences with the support of their language and thus can construct meanings based on new knowledge to their intellectual development. As a general objective, we propose to carry out an investigation with teachers in the language area of high school, to find out what these professionals know about Libras, and from this, we promote continued training in Libras for regular classroom teachers, such as way to contribute to inclusive practices based on teaching methodologies that include deaf students in their teaching-learning process. With this, we intend to promote continued training in Libras for regular classroom teachers for inclusive practices as a way of contributing to their teaching methodology and thus contemplating deaf students in their teaching-learning process, at the same time as We see how the training course can help the development of deaf students. Regarding methodology, when we think about research in the area of education, we choose to carry out a qualitative and quantitative study. This is action research, which was developed with teachers from the Language area of the João Tibúrcio State School, located in the city of Goianinha/RN. The intervention consisted of offering continued training in Libras for Language teachers. It is essential that these professionals are trained to offer quality and equitable education. As a theoretical basis, the research is anchored in the considerations of Bortoni-Ricardo (2008), about associating research work with pedagogical work; Imbernón (2001), approaches to teacher and professional training; Kenedy (2021), Chomsky (1978), Leite (2014) and Silva (2020), with approaches to linguistic studies. As a result of our research, we found that given the research data, what we can reflect is that, for a school to be a space of inclusion, this scenario needs to be composed of subjects capable of ensuring that all students are included in activities offered during the schooling process. In Appendix D, we present the Didactic Guide, as a result of this research. This intervention emerged as a result of the research and is a pedagogical proposal that we hope to contribute to the educational process of deaf students and the pedagogical practices of teachers.