Repertórios linguísticos de professores surdos no contexto universitário

Abstract

The aim of this research is to investigate the linguistic repertoires of deaf teachers from the undergraduate program in Brazilian Sign Language (Libras) at a public university in the Midwest region of Brazil. The study focuses on the biographical dimension of these linguistic repertoires, seeking to understand how each participant reconstructs their language experiences throughout their academic journey. Aligned with an undisciplinary and critical perspective of Applied Linguistics, the research adopts a qualitative approach, using qualitative and visual methods. To generate data, instruments such as linguistic biographies and semi-structured questions asked in the focus group of deaf teachers were used. The theoretical foundation includes studies on bi/multilingualism in the context of deaf people, as well as linguistic and biographical repertoires, offering an in-depth analysis of linguistic experiences. The results show that teachers' repertoires are shaped by a complex trajectory of transitions between sign languages and spoken languages, significantly reflecting the experiences lived throughout their training and work. This dynamic not only mirrors their personal and professional trajectories but also highlights the importance of training that values linguistic diversity.