Análise documental do ensino básico de Libras como segunda língua em Instituições Públicas no município de Campina Grande.

Abstract

This study is a documentary analysis of the teaching of basic Libras as a Second Language (L2) carried out in Campina Grande, in 3 (three) educational institutions, namely: Instituto Federal da Paraíba - IFPB - Campus Campina Grande at Universidade Estadual da Paraíba - UEPB - Campus Campina Grande; and Universidade Federal de Campina Grande - UFCG - Campus Campina Grande, with the following research objectives: to analyze the teaching plans of the Libras discipline of these institutions, considering the syllabus; objectives; contents; methodologies and evaluation of these institutions. To this end, the following steps were followed: i) to comparatively analyze the plans of the Libras disciplines of these institutions in order to find similarities and divergences; ii) to identify which syllabuses, objectives, methodologies, programmatic content and evaluations of the Libras discipline; iii) to describe which methodologies were used by the teachers. This is a qualitative research with a bibliographic approach that was supported by Marconi and Lakatos (2010), of a documentary nature based on Gil (2002). To analyze the elements of the teaching plans, Dolzet al. (2004), Almeida (2017); Libâneo (1990); Spudeit (2014) and Gesser (2010) were used. In order to detail strategies for teaching Libras as L2, we took as a basis the study carried out by Aguiar (2019). To assist in the analysis of the teaching method of Libras as L2, Uchoa (2022) was used. As a hypothesis, it is considered that the teaching of basic Libras as L2 offered with a workload between 20h and 60h is not sufficient to achieve the objectives of the plans used by teachers, because according to Damianovic and Batista (2007), the student's cognitive process about the language is developed from the “interaction between the student and a participant in a social practice”, for student/teacher interaction to occur it requires time for learning. In addition, participation in the deaf community is necessary to achieve fluency in Sign Language. As a result of the research, it was identified that in the teaching plans for basic Libras as L2 there were inconsistencies in the construction of the plans. Some of these made it difficult to understand and clarify what was proposed in the documents analyzed and the methods planned by the teachers for teaching Libras as L2.