O ensino da Libras na formação do pedagogo: uma análise da concepção discente

Abstract

The teaching Libras for future teachers is a question that it has brought worries for long time since the publication of Decree 5.626/05. In additional, many doubts and discussions have arisen about the compulsory teaching of Libras in the universities, being public or private. In several institutions, the universities have hired professionals or have a position available to figure out this problem in the attempt to achieve the deadlines set by law. However, the way in which this discipline is being administered and organized is worrying, since there is no orientation or norm that it defines its objectives, the training needs of the students and not even the necessary minimum workload for the quality of this teaching to occur. This work had as objective to analyze the conceptions of the students from Pedagogy course, who had already studied the Libras discipline of the State University of Maranhão, facing their difficulties, challenges and perspectives are regarding the discipline. For data collection we used bibliographical research and field research. In the bibliographic research, we tried to conceptualize Special Education, Inclusive Education and Education of the deaf, bringing features about the conceptual, historical, legal and educational aspects of these. The instruments for data collection were semi-structured interviews with 30 (thirty) students of the Pedagogy course who had previously studied the Libras discipline previously that it inquired about the importance of discipline in teacher training, difficulties found during the taught course, contributions that it brought to the students among other questions. In order, the reached results and discussions were the criterion of similar answers used to the first moment and then counter-answers, as a way to identify in the answers of the students the most pertinent questions about the teaching of the discipline Libras in the teacher formation