Libras nas licenciaturas: limitações, controvérsias e proposições

Abstract

The general aim of this thesis is to analyze the provision of the Libras discipline in Languages courses at federal universities, in order to identify its importance in the training of professionals for the inclusion of deaf people in the educational and social context. This work aims to understand how the subject is included in curricula, its scope and the challenges faced in its implementation, providing a critical view and proposing improvements for a more inclusive and equitable education. In view of this, there is a notorious lack of work in the field of linguistic studies that aims to analyze the implementation of the Libras discipline in order to point out possibilities for improvement and guidelines to direct the preparation of forms and/or programs, which also justifies the relevance of this research. As for the theoretical-methodological framework, the study is confined to a bibliographical review of the subject under study, namely: texts referring to the provision of the Libras discipline in undergraduate courses, in general terms, and specifically in Languages courses. Albres (2011), Carniel (2018), Costa and Lacerda (2015), Farias, Klimsa and Klimsa (2020), Felipe (2006), Gesser (2009, 2012), Rech, Sell and Rigo (2019) were used to support our discussions on the official documents that guide the education of deaf people and the implementation of the Libras discipline in higher education. The methodology adopted in this investigation is based on the qualitative paradigm of interpretative basis, whose methodological procedure uses documentary research, in which we sought to analyze internal documents from universities that offer the discipline of Libras in undergraduate courses, as well as external documents. In light of this information, we sought to carry out a descriptive and exploratory study that aims to present an overview of how the Libras discipline is being organized and offered in the country’s federal universities. The legal documents, such as Law 10.436/2002, Law 13.146/2015 and Decree 5.626/05, and the Libras course forms are the basis for data analysis. We intended to analyze, based on the regulatory documents that determine the mandatory offer of the Libras discipline in undergraduate courses, how this curricular component is organized and offered. This aspect points to the originality of this investigation. In terms of the specific focus of this thesis, which aims to investigate the provision of the Libras discipline in Languages courses, and also to present guidelines and proposals for improving this provision, this research is unprecedented. As part of the recommendations, we highlight the urgent and unavoidable need to update the legal documents that establish the guidelines for offering the discipline of Libras in undergraduate courses. We emphasized the pressing need to restructure the normative bases that determine the provision of the Libras discipline in order to provide answers to the challenges of its implementation. We argue that the three aspects, namely: linguistic, cultural and identity, are inseparable and should guide both the organization and the provision of the Libras discipline in undergraduate courses.