Identidade e sentidos na formação do licenciando surdo do curso de Letras Libras/UFS

• Ano de defesa: 2022
• Autor(a) principal: Souza, Adriana Alves Novais
• Orientador(a): Silva, Veleida Anahí da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Ensino; Professores; Formação de professores; Surdos; Educação de surdos; Língua brasileira de sinais; Universidade Federal de Sergipe (UFS); Formação inicial docente; Letras libras; Relação com o saber
• Palavras-chave em Inglês: Deaf education; Initial teacher training; Pound letters; Relationship with knowledge
• Palavras-chave em Espanhol: Educación para sordos; Formación inicial del profesorado; Letras de libra; Relación con el conocimiento
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/15694

Access to higher education has always been an obstacle for many deaf people. Before the recognition of the Brazilian Sign Language, through Law 10.436/2002, as the language of the deaf people in the country, the possibilities of access were very limited and the conditions of permanence were even more precarious. This scenario was potentially modified after the regulation of the Law, which led to the mandatory use of Libras as a subject in Licentiate and Speech-Language Pathology and Audiology courses and the creation of a teacher training course in Letters Libras, promoting a significant increase in the number of deaf students in universities. Thinking about this formation and these subjects raised the question that moved this research: for the subject, what are the meanings of learning and teaching Libras? As a general objective, we list: To understand the meanings of learning and teaching Libras by deaf students of the Letras Libras degree course at the Federal University of Sergipe, in the epistemic, social and identity aspects, having as theoretical-methodological foundation the Relationship with Knowledge in the perspective anthropology by Bernard Charlot (2000; 2005; 2009; 2013). This is a qualitative and exploratory investigation, which uses the questionnaire, the Balance of Knowledge and the semi-structured interview as data collection instruments, with fourteen deaf students participating in the aforementioned course on the São Cristóvão campus. The analysis categories were structured in three axes: the subjects' school trajectory, the meanings they evoke from learning in the course, in the appropriation of their epistemic Self and the meanings they attribute to the teaching of Libras, in the constitution of their teacher identity. The research presents the trajectories of these students, highlighting the social relationships with the family and the school, as well as the difficulties, the resilience strategies and the factors that led to the course. There is no knowledge without relationship and, thus, the research highlights two processes evidenced by the subjects: the perception of an epistemic Self, of a subject engaged in a conscious teaching process that learns and acquires a certain knowledge and the construction of a teaching identity which proves the thesis that, for the deaf student, becoming a Libras teacher is associated with the desire to spread the language, to build a different education for other deaf people, preventing them from suffering the same anguish and difficulties they went through.