Discursos envolventes e responsividade ativa no ensino e aprendizagem da língua brasileira de sinais no ensino superior

Abstract

In order to meet the linguistic, methodological and cultural specificities of deaf individuals in current school teaching/learning spaces, Brazilian Sign Language (Libras) has become a mandatory curricular subject in teacher training courses (Brasil, 2002). Thus, in this work our general objective is to reflect on the teaching and learning of Libras as a mandatory curricular subject and its implications, and our specific objectives are to describe the possible Engaging Discourses (Souto Maior, 2009, 2013, 2023), understand the possible factors that influence the formation of these Engaging Discourses, analyze the Active Responsiveness (Bakhtin, 2011) of students in the production of Engaging Discourses, and identify the possible implications of such discourses for the future professional practice of these students with deaf individuals in the classroom. This study was carried out with hearing students of the Literature/Portuguese undergraduate course of the Federal University of Alagoas (UFAL/Arapiraca campus). To this end, we proposed a study with a qualitative approach (Flick, 2009; André, 2005; Lüdke; André, 2022) and of ethnographic nature (Paiva, 2019) whose data construction methods and instruments consisted of field observations, production of field diaries, selection and comparison of the production of written texts at the beginning and end of the semester 2023.2 of the course of Libras of the Literature/Portuguese undergraduate course. We are inserted in the field of studies of Indisciplinary Applied Linguistics (Moita Lopes, 2006), Involving Applied Linguistics (Souto Maior, 2022), and Bakhtinian discursive analysis, understanding that language is dialogic (Bakhtin; Volóchinov, 2014) and that the teaching of Libras needs to be a critical and involved teaching. Specifically regarding Libras and the teaching of Libras, we focus on the reflections of Pires (2018), Pires and Santos (2020), Quadros (2004, 2015, 2019, 2022) and Gesser (2006, 2009, 2008, 2019), among other authors who investigate the theme. In the analyses, we observed a discursive loop of Engaging Discourses, the expressive active responsiveness due to the change of perspective regarding the teaching of Libras, and the shift of meanings and engagement regarding the conception of the language as part of the cultural practices of the community. We understand that there is the possibility of a break with the shift towards the end of these loops through a redesign that focuses more on the need to reconfigure the discourses for teaching this language in the courses of Libras offered by federal universities, and the teachers of Libras need to have a reflective perspective so that they somehow adopt a methodological reflective practice to break discursive loops, reconfiguring their methodology towards a more conscientious teaching of Libras.