Contribuições e desafios da disciplina de libras na formação inicial de professores dos cursos de licenciatura

Abstract

In recent years, the debates on the inclusion of deaf students in public elementary schools have been constant, mainly with regard to the role of the teacher as an agent for the inclusion of these students. Knowing that Libras has become mandatory for undergraduate courses since Decree 5.626 / 05, it is necessary then to understand how this discipline prepares future students to receive deaf students in their classes. Having as problematic the following questions: (a) What are the teaching approaches used by the teacher in the organization and planning of the Libra discipline? (b) Does the Libra discipline contribute to changing the perception of undergraduate students about inclusive education? In this way, the present work had the general objective of analyzing how the Libras discipline and its teaching methodologies are contributing to the initial training of future graduates. This study is a bibliographic search through a bibliographic survey of articles, theses, dissertations, books on the subject in question. The surveys were conducted in the main academic indexes such as Google Scholar and Scielo, with a time frame from 2010 to 2019. 14 studies were reported that report the importance of the Libra discipline in teacher training. Studies reveal that Libra is of great relevance for initial teacher training, especially with regard to behavior change in the face of deaf culture. It was also observed that the main challenge encountered by the researchers is the low workload of the discipline in the curricular matrices analyzed. The importance of developing studies that take into account the linguistic aspects of Libra as a second language, not just as a sign language, is emphasized.