A língua brasileira de sinais (LIBRAS) no curso de pedagogia: qual o impacto que a inserção dessa disciplina pode gerar na educação de surdos?

Abstract

The inclusive movement brought to the classrooms a contingent of learners with disabilities and high abilities, autism and a lot of other specificities from kindergarten to higher education. Here we highlight the deaf, the object of our research that will be linked to a teacher able to meet the peculiarities of these students. Following the advances that the inclusion of deaf people has been promoted so far, legitimized by the legislation which accompanies this movement, since Law 10.436 / 02 that determined the obligation of Libras (Brazilian Sign Language) in the curricula of Pedagogy courses, among others Thus, we have as a general aim to analyze the impact of the existence of Libras as a compulsory subject in the training of professionals who study Pedagogy, bearing in mind the attendance to the educational needs of the deaf students. It was made a detailed survey of productions of Brazilian authors who treated the subject in order to identify the conclusions they reached about the topic that we have now come. Thus, the theoretical foundation was based on authors who could approach the issues about the training of educators and other graduates such as, Libanio,Tardiff, Coelho and Klein, Santos and Santana, among others; issues related to the presence of Libras and Portuguese language in the Pedagogy courses , with Quadros, Cruz, Karnopp,Spinassé and Lodi; issues about deafness and language, focussing on the Education with Lacerda et al. The methodology in which the research was supported was the bibliographic based on qualitative analysis inspired on the guidance of Pádua and Gil.The data analysis was inspired in the Bardin’s theory, analysis of content. As a result, the research showed that the discipline of Libras, in the course of Pedagogy is insufficient for the pedagogical training and that the education of the deaf students might suffer negative impacts, such as a lack of understanding of the professors in various disciplines of pedagogical strategies to be used with the deaf students, about the importance of Libras and the possibility of mediation for the learning Portuguese Language facing the bilingual model adopted in Brazil, and also a small advance of in the training of the e and difficulties in the inclusion.