Brazilian sign language and teacher training: An analysis of contents and methodological strategies in Libras (L1) teaching

Detalhes bibliográficos
Autor(a) principal: Lemos, Andréa Michiles
Data de Publicação: 2020
Outros Autores: Peixoto, Renata Castelo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Linguagem em Foco (Online)
Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/3173
Resumo: With the officialization of Brazilian Sign Language - Libras - by Law 10.436/02 and Decree 5626/05, the need for training for teachers of that language at undergraduation level arises. From this requirement on, the Federal University of Santa Catarina created the partial distance course Letras Libras. The present work aims to reflect on Libras teaching as L1, focusing on teaching strategies and the contents proposed by student-trainees of this course at the Federal University of Ceará pole. We analyzed the work projects, internship reports, in addition to the Libras classes that were taught. The reflections built into this work dialogue with authors such as Antunes (2003; 2007) and Possenti (1996) and show us some results, such as: a) the trainees selected grammatical contents with a descriptive focus rather than a reflexive focus on grammar and situations of sign language textual genres comprehension and production, b) teacher performance reveals certain inflexibility concerning the domain and appliance of the content, and c) significant interference of the Portuguese (L2) in teaching situations. These results suggest that the Libras teaching recency can lead student-trainees to seek a basis for organizing their teaching activities.
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spelling Brazilian sign language and teacher training: An analysis of contents and methodological strategies in Libras (L1) teachingLíngua Brasileira de Sinais e formação de professores: Uma análise de conteúdos e estratégias metodológicas no ensino de Libras L1EnsinoLibrasPrimeira línguaEstratégias de ensinoEducationLibrasFirst languageTeaching strategiesWith the officialization of Brazilian Sign Language - Libras - by Law 10.436/02 and Decree 5626/05, the need for training for teachers of that language at undergraduation level arises. From this requirement on, the Federal University of Santa Catarina created the partial distance course Letras Libras. The present work aims to reflect on Libras teaching as L1, focusing on teaching strategies and the contents proposed by student-trainees of this course at the Federal University of Ceará pole. We analyzed the work projects, internship reports, in addition to the Libras classes that were taught. The reflections built into this work dialogue with authors such as Antunes (2003; 2007) and Possenti (1996) and show us some results, such as: a) the trainees selected grammatical contents with a descriptive focus rather than a reflexive focus on grammar and situations of sign language textual genres comprehension and production, b) teacher performance reveals certain inflexibility concerning the domain and appliance of the content, and c) significant interference of the Portuguese (L2) in teaching situations. These results suggest that the Libras teaching recency can lead student-trainees to seek a basis for organizing their teaching activities.Com a oficialização da Língua Brasileira de Sinais – Libras - por meio da lei 10.436/02 e do decreto 5626/05, surge a necessidade da formação em nível superior de professores dessa língua. A partir dessa exigência, a Universidade Federal de Santa Catarina criou o curso semipresencial de Letras/Libras. O presente trabalho tem como objetivo refletir sobre o ensino da Libras como L1, enfocando as estratégias de ensino e os conteúdos propostos por alunos-estagiários desse curso no polo da Universidade Federal do Ceará. Foram analisados os projetos de trabalho, os relatórios de estágio, além das aulas de Libras ministradas. As reflexões construídas nesse trabalho dialogam com autores, tais como: Antunes (2003; 2007) e Possenti (1996) e nos apontam alguns resultados, tais como: a) os estagiários selecionaram conteúdos gramaticais com enfoque descritivo em detrimento de um enfoque gramatical reflexivo e às situações de compreensão e produção de gêneros textuais em língua de sinais; b) a atuação docente revela certo engessamento quanto ao domínio e aplicação do conteúdo; e c) significativa interferência da Língua Portuguesa (L2) nas situações didáticas. Esses resultados nos sugerem que a recência do ensino de Libras pode levar os alunos-estagiários a buscarem fundamentos para organizar a sua ação docente.EdUECE2020-05-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/linguagememfoco/article/view/317310.46230/2674-8266-12-3173Revista Linguagem em Foco; Vol. 12 No. 1 (2020): Numero atemático; 181-194Revista Linguagem em Foco; v. 12 n. 1 (2020): Numero atemático; 181-1942674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/3173/2688Copyright (c) 2020 Andréa Michiles Lemos, Renata Castelo Peixotohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLemos, Andréa MichilesPeixoto, Renata Castelo2021-03-23T17:45:00Zoai:ojs.revistas.uece.br:article/3173Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-03-23T17:45Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Brazilian sign language and teacher training: An analysis of contents and methodological strategies in Libras (L1) teaching
Língua Brasileira de Sinais e formação de professores: Uma análise de conteúdos e estratégias metodológicas no ensino de Libras L1
title Brazilian sign language and teacher training: An analysis of contents and methodological strategies in Libras (L1) teaching
spellingShingle Brazilian sign language and teacher training: An analysis of contents and methodological strategies in Libras (L1) teaching
Lemos, Andréa Michiles
Ensino
Libras
Primeira língua
Estratégias de ensino
Education
Libras
First language
Teaching strategies
title_short Brazilian sign language and teacher training: An analysis of contents and methodological strategies in Libras (L1) teaching
title_full Brazilian sign language and teacher training: An analysis of contents and methodological strategies in Libras (L1) teaching
title_fullStr Brazilian sign language and teacher training: An analysis of contents and methodological strategies in Libras (L1) teaching
title_full_unstemmed Brazilian sign language and teacher training: An analysis of contents and methodological strategies in Libras (L1) teaching
title_sort Brazilian sign language and teacher training: An analysis of contents and methodological strategies in Libras (L1) teaching
author Lemos, Andréa Michiles
author_facet Lemos, Andréa Michiles
Peixoto, Renata Castelo
author_role author
author2 Peixoto, Renata Castelo
author2_role author
dc.contributor.author.fl_str_mv Lemos, Andréa Michiles
Peixoto, Renata Castelo
dc.subject.por.fl_str_mv Ensino
Libras
Primeira língua
Estratégias de ensino
Education
Libras
First language
Teaching strategies
topic Ensino
Libras
Primeira língua
Estratégias de ensino
Education
Libras
First language
Teaching strategies
description With the officialization of Brazilian Sign Language - Libras - by Law 10.436/02 and Decree 5626/05, the need for training for teachers of that language at undergraduation level arises. From this requirement on, the Federal University of Santa Catarina created the partial distance course Letras Libras. The present work aims to reflect on Libras teaching as L1, focusing on teaching strategies and the contents proposed by student-trainees of this course at the Federal University of Ceará pole. We analyzed the work projects, internship reports, in addition to the Libras classes that were taught. The reflections built into this work dialogue with authors such as Antunes (2003; 2007) and Possenti (1996) and show us some results, such as: a) the trainees selected grammatical contents with a descriptive focus rather than a reflexive focus on grammar and situations of sign language textual genres comprehension and production, b) teacher performance reveals certain inflexibility concerning the domain and appliance of the content, and c) significant interference of the Portuguese (L2) in teaching situations. These results suggest that the Libras teaching recency can lead student-trainees to seek a basis for organizing their teaching activities.
publishDate 2020
dc.date.none.fl_str_mv 2020-05-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/3173
10.46230/2674-8266-12-3173
url https://revistas.uece.br/index.php/linguagememfoco/article/view/3173
identifier_str_mv 10.46230/2674-8266-12-3173
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/3173/2688
dc.rights.driver.fl_str_mv Copyright (c) 2020 Andréa Michiles Lemos, Renata Castelo Peixoto
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Andréa Michiles Lemos, Renata Castelo Peixoto
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Revista Linguagem em Foco; Vol. 12 No. 1 (2020): Numero atemático; 181-194
Revista Linguagem em Foco; v. 12 n. 1 (2020): Numero atemático; 181-194
2674-8266
2176-7955
reponame:Revista Linguagem em Foco (Online)
instname:Universidade Estadual do Ceará (UECE)
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instname_str Universidade Estadual do Ceará (UECE)
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reponame_str Revista Linguagem em Foco (Online)
collection Revista Linguagem em Foco (Online)
repository.name.fl_str_mv Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)
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