A formação do professor de Libras: concepções, práticas e campo profissional no estágio curricular

Abstract

This study aimed to investigate how the curricular internships of the Letters LIBRAS Licentiate Degree Course are developed, context in which is trained the professional who will work in teaching LIBRAS as first language (L1) and as second language (L2), in the second segment of Elementary Education, and in Secondary and Higher Education, as recommended by Decree No. 5,626/2005. This is an exploratory research of a qualitative nature, which sought to dialogue with Vygotsky's historical-cultural theory. Seven professors from the curricular internship of Licentiate Degree Courses in Letters LIBRAS from different federal public universities collaborated in this study, who participated online, in a focal group, using the Google Meet tool. Through focal group meetings, we collected the data that emerged from the recordings of these meetings, in which teachers expressed themselves about their teaching practice during the internship. In analyzing this data, we used the methodological approach of meaning cores (AGUIAR; OZELLA, 2006; 2013), through which we seek to understand the meanings and senses of teachers’ statements. These, in turn, revealed three cores of meaning: the organization of the internship, the teachers' conceptions and the practices in the internship. Regarding the organization of internships, teachers pointed out the need for a guiding document for the internship and materials that help them guide interns about teaching LIBRAS as L1 and L2. Even so, these professionals have developed strategies for organizing this curricular component, based on experiences from other courses and their own work context. Thus, we observed that the internships follow some steps foreseen in the PPCs of the course, such as preparation, conducting, writing the report, but that, sometimes, they undergo changes depending on the demands of the students. Regarding the teachers' conceptions of the internship, we found that they understand the internship as a time to experience, reflect on teaching practice and identify with the teaching profession. We also observed that teachers' attention sometimes seems to be focused on the technical dimension of teaching, and sometimes on reflection on teaching practice, without deepening possible and necessary articulations. Regarding practices in the curricular internship, teachers pointed out gaps in the interns' performance; in addition to learning not yet achieved at this stage of training, which reveals the importance of intervening in the imminent development zone of these interns through collaborative work between them. Furthermore, we highlight that LIBRAS and the Portuguese language permeate the training process of deaf and hearing interns, which demands from the teachers the organization of activities and experiences that promote greater fluency in the languages involved, as well as learning how to teach, each one according to their own way of development.