The Brazilian sign language teaching in the Pedagogy course

challenges, advances and the role of the educational interpreter

Authors

DOI:

https://doi.org/10.35699/2237-5864.2018.2431

Keywords:

Libras, Interpreter, Teacher, Challenges, Pedagogy

Abstract

All over the past decades, we saw many achievements by the implementation of Libras (Brazilian Sign Language) in educational graduation courses in 2005 and a legislation that ensures the access and permanency of deaf teachers and students inside graduation courses. The aim of this paper is to look into students’ opinions of a classroom in a Pedagogy course, about the main challenges and improvements that deaf people education has gain with the implementation of the subject “Brazilian Sign Language” in the Pedagogy course curriculum, and to understand the obstacles faced by the interpreter and by the teacher in the consolidation of their roles in the learning process. It is an exploring qualitative research that unveils, by the student’s perspective, the fragility of the legislation regarding deaf people rights. It also shows the prejudice and the resistance that education professionals have while dealing with deaf students and the lack of knowledge of future pedagogues regarding the functions played by professionals of the education field.

Author Biography

  • Leandro Silva de Paula, Universidade Federal de Ouro Preto (UFOP), Ouro Preto, MG, Brasil.

    Doutor em Educação pela Universidade Federal de Minas Gerais (UFMG), mestre em Educação pela Universidade Federal de Juiz de Fora (UFJF), graduado em História e em Pedagogia. Atualmente, compõe o quadro de professores substitutos da Universidade Federal de Ouro Preto (UFOP) e realiza estágio pós-doutoral na mesma instituição.

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Published

2018-07-11

Issue

Vol. 8 No. 1 (2018)

Section

Article

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How to Cite

The Brazilian sign language teaching in the Pedagogy course: challenges, advances and the role of the educational interpreter. Revista Docência do Ensino Superior, Belo Horizonte, v. 8, n. 1, p. 77–91, 2018. DOI: 10.35699/2237-5864.2018.2431. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2431. Acesso em: 23 dec. 2024.

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