Instrumento de avaliação da expressão em língua brasileira de sinais: percepções de uma professora bilíngue da Educação Básica

Abstract

The development of deaf students is directly linked to their mastery of the Brazilian Sign Language (Libras). However, the child does not always find in his family environment a context that favors his dialogical exchanges with interlocutors who use Libras. It is expected, therefore, that the school is the propitious environment for this interaction to take place in a language accessible to the student. However, in many cases, the school prioritizes its tradition of offering content learning in written form, which is a practice that does not favor the development of Libras and the acquisition of curricular content for the deaf. In this sense, it is essential to the teaching work a linguistic knowledge that allows the effective evaluation of the students' expression in Libras for planning the educational paths to be followed. Thus, this research aimed to understand the perceptions of a bilingual teacher of basic education about the Instrument for Assessing Expression in Sign Language: Libras (IAELS – Libras) through her evaluation of narratives in Libras, regarding the level of language development and acquisition. It is characterized as an exploratory case study, in which the data were analyzed qualitatively. The instrument used was created by researchers from the University of Barcelona and the Federal University of São Carlos (UFSCar) and contributes to an effective evaluation of narratives in Libras, provoking a broader understanding of the use of the language at school, in the teaching of educators and in student development. The results point to reflections on the use of the instrument in teaching work and its potential formative character in the linguistic aspects of Libras.