Língua portuguesa como L2 no curso de Letras Libras – UFCG

Abstract

This work analyzes how the Portuguese Language (PL) is referenced as a second language (L2) in the training of future Libras teachers in the Libras Language course at UFCG. For this purpose, we rely on classic authors in the field of education regarding second language and bilingualism: Moret, Rossarolla and Mendonça (2017), Avelar and Freitas (2016), Quadros (1997), Lima (2021), Silva (2010), Grosjean (2008), Salles (2004), Fernandes (2007), Kubaski and Moraes (2009), Ferreira-Brito (1993). The study aimed to identify the references to PL in the Course Pedagogical Project (PPC) and recognize its role in teacher training. The documentary analysis explored two central categories: (a) the approach to PL as a second language, highlighted as a tool for accessing academic knowledge; and (b) the presence of PL in the PPC courses, where it appears as a necessary competency for professional practice in bilingual contexts. The conclusion is that PL plays a central role in the educational process, considered not only a curricular discipline but also an indispensable resource for accessing academic knowledge and pedagogical practice. It was also found that the UFCG Libras program recognizes PL as an essential competency for professional practice in bilingual contexts, reinforcing the need to critically integrate Libras (L1) and PL (L2).