O Curso superior de Pedagogia bilíngue do INES na perspectiva de aprendizes ouvintes

Abstract

This ethnographic research aims to analyze the positions and strategies (or situations) of learning the Brazilian Sign Language (Libras) from listening students of the online course of Bilingual Pedagogy of Institute of Deaf Education (INES). For this purpose, the methodological approach foresaw: a) observation of interactional practices in the virtual room; b) use of the researcher's field diary; c) interview with students participating in the research. A longitudinal study was done with data from the empirical experience of the researcher - who is the coordinator of the course concerned - and with data generated throughout the years 2020 and 2021, with five students. The study is based on the theoretical framework of the New Studies of Literacies (STREET, 2014), in which postulates an ethnographic approach for the understanding of learning, focused on local experiences of appropriation and language use. It is believed that the perceptions of learners about Libras and the bilingualism, about the other and about the linguistic resources mobilized for interaction in the practices on the course are socially significant for them to understand the bilingual perspective of the course. The data generated reveal that, although the course workload is assessed as sufficient and the disciplines offer theoretical support and understanding about deaf culture and identity, some of the participants, future educators, do not feel minimally secure about the possibility of taking over bilingual classrooms. Some students understand that it is not enough to master the languages involved to be bilingual, but you have to use them with ownership, according to the environment - whether academic and formal or communicational and informal. The data point to an understanding of fluency very connected to the proficiency idea. Furthermore, they suggest that there is, in the participants, a certain insecurity in relation to the bilingual practice, arising from the recognition that the greater focus of the course is given to the structural issues of Libras, meaning, to the theoretical part. Finally, it was highlighted the need to produce specific materials for each level of knowledge of Libras and the deepening of the signs that allows the interaction between pairs with different levels of language domain.