Training of Libras instructors: consolidation of linguistic policies in the Amazon region of Tocantins

• Autor(a) principal: Oliveira, Waldma Maira Menezes de
• Data de Publicação: 2019
• Outros Autores: Oliveira, Ivanilde Apoluceno de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/38279
• topic: Linguistic policies; Libras´s instructor; Social representations; Políticas lingüísticas; Instructores de Libras; Representaciones sociales; Políticas Linguísticas; Instrutores de Libras; Representações Sociais.

This research presents registers and reflections about linguistic policies in the Amazon region of Tocantins, which referencing to the training of Libras instructors. Linguistic policies establish/ founded/ based on public policies, when thinking about them, specifically in the deafness field; it is necessary to emphasize the importance of a space and a bilingual education for deaf and trained professionals in Libras - instructors and interpreters. To study this target, the Studies Group of Deaf in the Amazon Region of Tocantins (Grupo de Estudos Surdos na Amazônia Tocantina - GESAT), proposed the Libras´s Instructor Course in 2017, with the purpose to train professionals for teaching Libras at Field schools and reaffirm linguistic policies in the scope of differences. The aim is analyze the course´s contributions during the training and qualification of this professional and, specifically, to problematize the performance of the deaf Libras´s Instructor as a linguistic and identity model. For this study, a field investigation was executed with a qualitative approach, with emphasis on the Theory of Social Representations of Moscovici's procedural characteristic (2009). In addition, four deaf students for the course were interviewed. In the results, it was observed that the interviewees marked their performance as: consolidation of public and linguistic policies in Libras´s area and as a model of identity for teaching the deaf, aimed at the recognition of difference as alterity and bilingualism.