FORMAÇÃO DOCENTE E A LÍNGUA BRASILEIRA DE SINAIS: PERSPECTIVAS ATUAIS

Abstract

This article aims to investigate what is indicated in the studies about the practice of the Brazilian Sign Language (Libras) in the initial teacher education courses. The research has a qualitative nature and it analyzes studies published from 2008 to 2018 in the national meetings of the National Association of Postgraduate and Research in Education, in the conferenceproceedingsof the Brazilian Congress of Special Education and in the CAPES Journal Portal. Data interpretation was conducted according to the content analysis criteria that consist of three stages: pre-reading, exploration and treatment, which corresponds to the categories comparison, aiming to obtain a unified concept. The results reveal that the number of scientific productions on the theme is still small and show a worrying scenario, since the way the subject is addressed in the initial education courses is superficial. Therefore, we conclude that the initial education and, specifically, the training of teachers to work with deaf students who use Libras in regular education -or even students with hearing impairment who do not use Libras as their mother tongue, but which also have significant differences -is still inadequate, fragile in many aspects and not enough investigated. The challenge to provide a bilingual quality education for the deaf in order to implement what is established in the legislation still remains, since the barrier communication between listeners and deaf people is yet to be broken.