Saberes e capacidades necessários à formação de professores surdos de libras como L2: um estudo com o gênero entrevista com especialista.

Abstract

This thesis is located in the area of Applied Linguistics and Linguistic Studies for Brazilian Sign Language (Libras), more specifically, in the field of training deaf teachers of Libras as a Second Language (L2) in higher education. Its general objective was to investigate the role of the Training Sequence in planning a gender didactic sequence for teaching the subject Libras as L2 at the UFCG campus CG. The specific objectives for this research were: a) describe the vision of language and language teaching underlying the teachers' statements about training, content and methodology used to teach Libras as an L2; b) identify the teachers' difficulties, in terms of conceptual knowledge (knowing how to teach) and knowing how to do (knowing how to teach) in the construction of the visual-reading didactic sequence and signaled production of a copy of the expert interview genre; and c) analyze the impact of a training sequence on teachers' perception in the construction of a didactic sequence in the context of teaching Libras as an L2 centered on the textual genre. This research is based on the following theoretical fields: Sociodiscursive Interactionism (ISD) and its objects of study - text analysis/description model, Gender Didactic Model (MDG), Gender Didactic Sequence (SDG), Training Sequence (SF), teaching action, didactic action and fundamental didactic gestures; Visual Literacy (LV), and Scientific Literacy (LC). This is a collaborative, qualitative action research, whose locus is the Campina Grande Campus of the Federal University of Campina Grande (UFCG). The collaborating subjects are five deaf teachers: three female and two male. The procedures and methodological instruments for data production were as follows: video recording of a semi structured interview and video recording of meetings and activities applied during the training sequence. The data analyzes show the vision of teaching Libras centered on the grammar of the sentence and the use of the sign. In relation to the repercussions of SF on the perception of deaf teachers, the analyzes show that in the mediation stages of understanding the difficulties and possibilities in the discussions and resolutions of the activities, there were additions to the teachers' knowledge of how to teach, such as: the concepts of context of production of genre and teachable dimensions of the genre. The results obtained from the analyzes of the first mediation show that deaf teachers had little clarity about the knowledge to teach centered on the textual genre. Thus, in mediation, teaching knowledge and capacity about gender, it seems, was not sufficiently mobilized for language teaching in the context of Libras L2 teacher training, as they do not simply reside in their teaching practice nor in didactic-pedagogical knowledge. organized, but in the ability to perceive and expand one's own actions in new teaching situations. In this sense, the SF mobilized in the second mediation presented possibilities for expanding the understanding of literacies with errors that were transformed into successes by teachers, indicating mobilization of the Proximal Development Zone (ZPD) in the changes in perception of deaf teachers.