Didática surda e sua aplicação no estágio curricular supervisionado do curso de Letras-Libras na perspectiva do surdo
The Supervised Curricular Internship in the Licentiate Degree in Letters-Libras at the Federal University of Ceará (UFC) aims to provide the development of didactic-pedagogical knowledge and skills for the teaching of Libras (Brazilian Sign Language) as a first and second tongue. Therefore, stude...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/47555 |
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| Resumo: | The Supervised Curricular Internship in the Licentiate Degree in Letters-Libras at the Federal
University of Ceará (UFC) aims to provide the development of didactic-pedagogical
knowledge and skills for the teaching of Libras (Brazilian Sign Language) as a first and
second tongue. Therefore, students experience different stages during the internship. Based on
my experience in the last three years, in the guidance of deaf students and hearing students
enrolled in the Supervised Internship in Libras as L1 and Supervised Internship in Libras as
L2 of the aforementioned course, I began to wonder why students in training, even after
studying Libras teaching approaches, they reproduce the old practices focused on teaching
vocabulary and grammar. Another issue concerns deaf didactics that is not part of the
repertoire of most students, which is not perceived by them and which needs to be developed.
In this sense, I believe that the curricular internship is a space that can contribute to this
discussion, as it directly addresses the central issues of Didactics, namely, theory and practice,
content and form and teacher - student. Therefore, the proposal of this dissertation falls on the
aspects of deaf didactics in the teaching of Libras as L1 by deaf students in the scope of the
supervised curricular internship of the Letters-Libras course at UFC, with the general
objective of analyzing aspects of the teaching of Libras as L1 in the scope of the supervised
curricular internship of the Letters-Libras course at UFC by deaf professors and students. As a
method, exploratory research with a qualitative approach was used, with an interpretative
paradigm, with elements of an action research in which we sought to know, understand and
intervene in the social reality in response to the demands made by the deaf community in the
dialogic interaction with the different actors. involved in the process of teaching and learning
Libras as L1 (first language), with emphasis on the role of deaf subjects in the decisions that
involve them. The challenges that arise in the education of the deaf are many and are marked
by ruptures and contradictions within a context of relational and active process, but the
favoring of a deaf didactics for the teaching of Libras as L1 can strengthen the recognition of
specificities of teaching and learning of this student. The research obtained as results
important reflections that allow a better understanding about the teaching and learning process
of deaf students, enabling the perception: to seek (re) know the deaf student as a visual subject
and that the use of visual and mnemonic resources should to be contextualized to teaching;
and the appropriation of constitutive elements of a way of organizing teaching, based on
reflections made by authors linked to the field of Deaf Studies in Education, seeking to
understand the meaning of bilingual education in its concrete reality in schools and at the University. |
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