O ensino de LIBRAS na formação do professor de língua espanhola

Abstract

With Decree 5.626/2005 making the teaching of Libras mandatory in teacher training courses, it became evident that incorporating a second language into a course that already addresses an L2, such as Spanish, presents a series of challenges. Therefore, with the aim of discovering how this is applied in practice, this study seeks to answer the following research question: what is the role of the Brazilian Sign Language (Libras) in the initial training of Spanish language teachers? To this end, the objective is to investigate how Libras contributes to the initial training of Spanish language teachers at FELCS/UFRN. Theoretically, the work is anchored in the studies of Christopher Day (1999), Marcelo García (1999), Villegas-Reimers (2003), and Bredeson (2002) regarding the professional development of teachers. Concerning the teaching of Libras, the studies of Capovilla (2000), Rocha (2018), and Carvalho (2007) support the discussions held. Regarding the teaching of the Spanish language, the framework includes investigations conducted by Guimarães (2011), Brasil (2005), and Brasil (1991). Methodologically, the approach is both quantitative and qualitative based on the studies of Minayo (2010) and Michel (2005). A field survey was conducted based on Gil (2008), using digital questionnaires (Google Forms) with 17 initial training Spanish teachers who took the Libras course at the Faculdade Engenharia, Letras e Ciências Sociais do Seridó (FELCS/UFRN) between the years 2021 and 2024. Subsequently, individual interviews were conducted with 8 participants. The results indicated that future teachers are aware of the necessity and importance of Libras for their training and pedagogical practices. However, due to the reduced workload, students do not feel prepared to deal with deaf individuals in the classroom. Considering the limitations of this investigation, the study suggests the continuation of discussions involving the curricular component of Libras in higher education courses and that the offering of the Libras course in teacher training programs, in general, should be reconsidered to fulfill its role in preparing future teachers for truly inclusive education.