Através dos estágios de libras como primeira língua: as sequências didáticas como proposta metodológica curricular de trabalho

Abstract

This work is part of the study of didactic sequences in teaching Brazilian Sign Language (Libras) to deaf people. Thus, the objective of this study is to present the didactic sequence as one of the possible paths of reflection for a theoretical-methodological proposal for teaching Libras as a first language in Brazilian education for the deaf, through evidence of positive experiences with this proposal. To this end, we understand that, for deaf people, social practices of verbal interactions in Libras should occur, preferably, at the earliest possible age, among their peers, with constant contact with the Brazilian deaf community. Therefore, teaching/learning Libras, as a first language (L1), must provide linguistic situations of real use of Libras, so that the literacy education of deaf students meets their real needs in everyday life, thus simulating, in formal education, the non-school practices of immersion of signers in this language. To this end, our teaching methodology adopted in the mandatory internship regencies – Libras (L1) – were the didactic sequences (DOLZ & SCHNEUWLY, 2004) as a way of enhancing reading skills and competencies in the production of textual genres (Bakhtin, 1992) in Libras for deaf students in Elementary 2: final years. Therefore, our theoretical framework, in addition to those already mentioned, is based on the teaching sequence models of Dolz, Noverráz and Schneuwly (1998) to detail the teaching sequence procedures, among others. The results of this study seek to highlight teaching sequences as a possible methodology for teaching Libras (L1) based on the oral textual genres of Libras.