Um estudo sobre o processo de ensino-aprendizagem dos alunos da disciplina Libras no curso de Licenciatura em Letras-Português de uma instituição do ensino superior pública de Alagoas

Abstract

The main objective of this work is provide a reflection regarding the teaching-learning process of Brazilian Sign Language (Libras) experienced by the students of the undergraduate course subject in Languages-Portuguese of a public superior institute of Alagoas. To reach this main objective, I developed three specific objectives: the first one proposes to discuss the role of the Libras in the students’ everyday life of the undergraduate course in Languages-Portuguese; the second is to reflect regarding the teaching-learning perspective of Libras brought by the syllabus present in the pedagogic project course of the focused one; and finally, the third objective proposes working alternatives for students involved in the research. Regarding the methodology, I compiled a comparative analysis of the current senses in the teaching-learning of Libras in the pedagogic project course in relation to the syllabus proposal and in the approximation of these senses with other official documents used as references and guides in the teacher training; I analyzed narrative interviews made with the subject students; I reflected on the reflective journals produced by theses students and me, professor-researcher, and I discussed the lesson plans prepared for a period of data collection on the research. Such methodological procedure of analysis was developed on the basis of the bakthinian perspective that ‘the language passes to integrate life by means of concrete enunciations (that makes it); it is equally through concrete enunciations that life goes into the language’ (BAKTHIN, [1979] 2011, p. 262) and, as a result, I realized that: a) by using a methodology based on a perspective of language as social practice, the students were exposed to discussions that can result in changes of paradigm beyond structural questions present in the teaching of the Libras; b) the teaching-learning senses identified on the Libras syllabus seem to clash with the National Curricular Parameters and the Curricular Orientations for the secondary school, once those point to a focused conception in the language structure, and these point to a relation of language use; c) it is possible to teach the Libras through concrete situations based on scientific knowledge produced in the area that provides reflections on the social function of language. Lastly, I hope that this work can contribute with the area of the Libras and with the research line in Applied Linguistics, bearing in mind that the reflections presented can favor the comprehension of a teaching-learning process of the Libras for hearing students as a language that generates senses.