Curso de letras-libras: tensões, conflitos e desafios

Abstract

The present work focuses on the training of LIBRAS (Brazilian Sign Language) teachers for basic education, seeking to elucidate how theoretical-methodological aspects of the Brazilian Sign Language Course (Languages-LIBRAS) are aligned or not with recent studies of Sociolinguistics and Applied Linguistics and how such aspects contribute or not to form teachers capable of understanding and dealing with complex language phenomena in the current stage of globalization, marked by the increase in the communication flow that has influenced our social, interactional and agency relations (SILVA, 2004; KUMARAVADIVELU, 2006), reflecting, mainly, a dynamic, fluid society, characterized by the increase in migratory processes and the intensification of linguistic and social contacts (KUMARAVADIVELU, 2006; BLOMMAERT, 2010; MOITA LOPES, 2013), thus evidencing the need for a theoretical reorientation, based on postmodern changes in which ethnography and microanalysis of situated interactional practices have enabled a greater appreciation of the contexts in which language/idiom practices occur as well as a different perception of subjects and languages (MOITA LOPES, 2013). To this end, we seek to examine the persistence of monolingual orientation in learning spaces (CANAGARAJAH, 2013), the need to disinvent languages (MAKONI & PENNYCOOK, 2007), as well as the duration of colonialist visions present in different contexts (MIGNOLO, 2006). In this sense, we align ourselves with the precepts of the Sociolinguistics of Globalization (BLOMMAERT, 2010) and UNdisciplined Applied Linguistics (MOITA-LOPES, 2006) in order to unveil the linguistic ideologies (KROSKRITY, 2004; LAGARES, 2018) present in the Discourses (BLOMMAERT, 2005; GEE, 1999, 2011) of professors, administrative technicians and students of the Languages-LIBRAS Course. Putting into perspective the teacher training of the students of the course, as well as the performance of those who are involved in this process, creates opportunities to rethink the exercise of teaching and bring to light issues raised by today's complex phenomena, such as translingual practicesthat, in many aspects, are related to the concepts and linguistic practices that permeate or are presented in the super-diverse society (VERTOVEC, 2006) in which we find ourselves. Thus, we seek to consider the didactic-pedagogical strategies used in the teacher training of students and the importance of a reflective posture for the perception of the "need to problematize the validity of conceptions and ideologies of language for the current world and to encompass, in language studies, the complex forms of contact between people and the use of linguistic and semiotic resources” (LUCENA & NASCIMENTO, 2016, p. 55), both inside and outside the training and learning spaces.