A interação no contexto do curso de letras libras da UFCG: o que dizem professores universitários?

Abstract

From the perspective that interaction is a complex phenomenon involving communication and the exchange of meanings among socially organized individuals a perspective aligned with the Dialogic Theory of Language (Bakhtin and the Circle) this study explored the discourses of professors in the Brazilian Sign Language (Libras) Degree Program at the Federal University of Campina Grande regarding the role of interaction in teaching practices. The study was guided by the research question: What are the perceptions of Libras Degree Program professors at UFCG about the role of interaction in the context of teacher education for Libras? To address this question, the study set the following objectives: General – to investigate professors’ discourses regarding the role of interaction in their teaching practices; and Specific: a) to identify professors’ conceptions of interaction both inside and outside the classroom, and b) to analyze how professors perceive the impact of interaction on their teaching in the context of Libras teacher education. Theoretical grounding was provided by the works of Bakhtin (2016 [1952-1953]), Volóchinov (2021 [1929]), and Vygotsky (2007 [1933]), who examine the relationship between language and interaction. Regarding interaction in Deaf culture and the education of Libras teachers, this study highlights contributions from Albres (2014; 2016) and Quadros (2017; 2020; 2024), among others. Methodologically, this qualitative, descriptive study involved five university professors from the program. Data were collected through a Google Forms questionnaire and video-recorded sign language interviews between October and December 2024. Analysis focused on interpreting the narratives provided by the participants. Findings revealed that professors reaffirmed their understanding of Libras as a discursive practice and emphasized the crucial role of interaction in knowledge construction. According to the results, professors’ mediation practices required adapting teaching materials and employing active methodologies, which were essential to creating more accessible and inclusive learning environments, fostering student agency, and supporting collective meaning-making. Participants highlighted interaction as the central axis of pedagogical practices that recognize students as active interlocutors in the production of meaning, underscoring the importance of a dialogical, critical, and emancipatory approach to higher education in the context of Libras teacher training.