A formação de professores surdos de Libras: a centralidade de ambientes bilíngues em sua formação
The study object of this thesis intertwines the history of deaf education in the last 30 years in three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba, the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and works in thes...
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Formato: | doctoralThesis |
Idioma: | por |
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Universidade Federal do Rio Grande do Norte
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Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/14413 |
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Resumo: | The study object of this thesis intertwines the history of deaf education in the last 30 years in
three schools for the deaf in the cities of Campina Grande, Gado Bravo and Aroeiras, Paraiba,
the life stories of six deaf teachers of brasilian sign language (Libras) that have formed and
works in these educational institutions for the deaf and our own journey, as a teacher and
researcher. The study was conducted on the theoretical-methodological principles of
(auto)biographical research in education and socio-historical studies on the social formation
of the human. The corpus used for analysis was consisted of six narrative interviews
conducted in sign language and transcribed into portuguese, documents and personal files and
institutional. The analysis allowed us to define three hinge moments of this story: the creation
of the first school for the deaf, within the framework of oralism (1980 - 1991), the passage
into the Total Communication (1991 - 1995) and, finally, the introduction of Bilingualism
(1995 to today). The analyzes show that the trajectories of teacher formation of the research
participants reflect the history of the three schools which have costituted bilingual social
spaces of paramount importance to the subjects and the deaf community as a group of
linguistic and cultural minority. The evolution of this trajectory has allowed to demarcate
between the two generations of research participants. The generation of heirs of oralism,
which had delayed access to the Libras and lived an education referenced in oralism, whose
reminiscences of childhood and adolescence are strongly marked by suffering for the lack of
communication, which hinders their social and professional career until today. And the
generation of the sons of bilingualism, the youngest in age, who had childhood access to
Libras and education within the framework of bilingualism, whose reminiscences are not
marked by suffering and have a positive vision of the future. With respect to your teacher
formation, three figures stand out as a teacher. The teacher's improvised, closer to the first
generation of teachers who were called to teach without proper training. The figure of the
teacher craftsman, which corresponds to the image that most of them have of yourself now,
understanding that their knowledge are based on the exchange between peers. And finally the
figure of the real teacher, which stands on the horizon of expectations as future graduates in
Letters |Libras. The narratives allowed to realize that the evolution between these figures is
based on the contributions of the other: hearing teachers of EDAC and the Federal University
of Campina Grande and deaf teachers of the two generations who learn from each other. The
analyzes and reflections allowed to defend the thesis of the centrality of bilingual
environments for the establishment of the deaf person as a citizen with full rights, based on
the voice of the deaf, muted by the history of education, conducted by listeners |
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