Ensino-aprendizagem de Libras como L1 : de uma surda para outros surdos

• Ano de defesa: 2025
• Autor(a) principal: Ferreira, Priscilla Lopes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Linguagens (IL); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Estudos de Linguagem
• Palavras-chave em Português: Professora surda; Ensino-aprendizagem; Libras; Estudantes surdos; CNPQ::LINGUISTICA, LETRAS E ARTES; Deaf teacher; Teaching and learning; Deaf students
• Link de acesso: http://ri.ufmt.br/handle/1/6908

The inclusion of deaf teachers in school environments represents a significant advancement in bilingual education, especially regarding the Brazilian Sign Language (Libras). This study aims to reflect on the teaching of Libras by deaf teachers for deaf students, based on my own experiences. This research investigates the teaching and learning of Brazilian Sign Language (Libras) as a first language (L1) for deaf individuals from my perspective as a deaf teacher, analyzing the challenges and possibilities of this approach. To this end, the study is based on Quadros and Schmiedt (2003), Grosjean (1996, 2001), Vygotsky (1978, 1998), Chomsky (1994, 1998, 2006), Moraes (2012, 2018, 2023), Perlin (2005, 2010), among others. Applying the self-narrative methodology, the research discusses my experiences with the late acquisition of Libras, my academic trajectory, and my role as an educator. The study addresses the importance of deaf teachers in deaf education, highlighting their role in valuing deaf identity and fostering an inclusive educational environment. It analyzes theoretical conceptions regarding language acquisition by deaf individuals, the impact of public policies on bilingual education, and the need for pedagogical strategies adapted to the reality of deaf students. The research also revisits the historical trajectory of deaf education, considering the different methodological approaches used over time. Based on this analysis, the dissertation demonstrates that the presence of deaf teachers in basic and higher education contributes to strengthening the deaf community, promoting greater linguistic autonomy and cognitive development among students. It concludes that specific teacher training, curricular adaptation, and the implementation of more inclusive educational policies are essential to ensuring effective Libras L1 teaching. Thus, this research contributes to the debate on inclusion and bilingualism, reinforcing the need for recognition and appreciation of deaf teachers as fundamental agents in the education of deaf students in Brazil.