Dialogando com aprendizes ouvintes do Curso de Letras – Libras Licenciatura: Ensino - Aprendizagem de Libras

Abstract

This research focuses on the narratives of hearing academics/apprentices who are in the final stretch of the Letters - Libras course: degree at the Federal University of Alagoas. The objective of the study was to reflect on the meanings produced by these academics during the Libras disciplines of the respective course and how the identities of these teachers in training are constituted. This research is part of the studies of Applied Linguistics (hereinafter AL) as it is aligned with the understanding that research in the field of Linguistics should take concrete reality as an object of study ( MOITA LOPES, 2006). In this movement, he understands that language guides the relationships between subjects, with the classroom being one of the spaces that reflects and also constitutes a complex where relationships are socially established, in a dynamic of feedback between social subjects, thus corroborating with the studies of the Bakhtin Circle (VOLÓCHINOV, 2017; BAKHTIN, 2003) that conceive language as a social phenomenon of verbal interaction, making it impossible to disconnect discourses from the lives of its speakers. As a methodological approach, three academics from the course were selected, both residing in the capital of Maceió-Al, aged 27, 28 and 41 years old. Narrative interviews were conducted with the participants because we agree with Minayo (1994) that interviews allow subjects to experience the world from their stories. The collected data were analyzed based on authors who discuss the teaching of Libras as an additional language and understand the training of language teachers as a construction process with and from the other through interactions and re-significations of experiences lived in graduation (ALBRES , 2016). The results indicate that the Libras disciplines were incipient in terms of language learning, therefore not providing subsidies for a satisfactory performance as teachers. It is concluded, therefore, the importance of continuing education so that these learners and future teachers actually develop communicative competence with and in sign language.