Suas mãos podem falar: uma proposta de oficina de ensino de libras em uma escola do campo.

Abstract

This study explores the intersection of Rural Education and the integration of Brazilian Sign Language (Libras) within the early years of elementary school. The core problem addresses the hurdles of implementing Libras literacy in rural areas, where a shortage of qualified professionals and a lack of ongoing teacher training often lead to the communicative isolation of Deaf and hard-of-hearing students. The research operates on the premise that educational workshops for hearing students can sensitize the school community and foster meaningful interaction, transforming the classroom into a bilingual and inclusive environment. The primary objective was to develop and implement a didactic workshop titled "Suas Mãos Podem Falar" (Your Hands Can Talk) for hearing fifth-grade students at a rural school. Specific goals included identifying students' prior knowledge, introducing the manual alphabet and basic vocabulary—such as greetings, family members, and school-related terms—and assessing learning outcomes. The theoretical framework is grounded in Paulo Freire’s concepts of subjectivity and social transformation, alongside the perspectives of Carlos Skliar and Ana Claudia Lodi, who view deafness as a political and cultural difference. Legally, the work is supported by Law No. 10.436/2002, Decree No. 5.626/2005, and Law No. 14.191/2021. The methodology employed was a qualitative exploratory study (action research) conducted at a rural school in Conde, Paraíba. Data collection involved an online questionnaire for the lead teacher, pre- and post-tests for students, and a didactic sequence (DS) implemented during the workshop. Results revealed that initially, only 26% of the class possessed basic knowledge of Libras. Throughout the intervention, there was a remarkable evolution in engagement and sign memorization, culminating in an 86.6% achievement rate in the post-test, where most students demonstrated fluidity in dactylology and everyday greetings. Analysis of the teacher's profile highlighted gaps in initial teacher training, reiterating the need for technical support and accessible materials in rural contexts. In conclusion, the workshop succeeded in demystifying prejudices and reducing communication barriers. Integrating Libras into rural school curricula is essential to guarantee respect for sociocultural and territorial identities, promoting an emancipatory and high-quality education for all.