A relevância do estágio supervisionado na formação de professores de Letras Libras durante o ensino da libras como L1

Abstract

This paper discusses the experiences and learning acquired by students of the Libras course during the supervised curricular internship, aiming to analyze the methodological practices used in the teaching of Libras as L1 and the collaboration of the internship in the initial teacher training. The education of the deaf is a multifaceted field that has evolved from a clinicalpathological perspective to an understanding of deafness as a cultural and linguistic identity. Since the 18th century, with the pioneering work of Charles-Michel de L'Épée and his method of instruction through French Sign Language, the trajectory of deaf education has been marked by struggles for rights and the search for an education that respects the linguistic aspects and deaf culture. The general objective of this study is to reflect on the contributions of the supervised curricular internship to the process of teacher training in Libras. Its specific objectives are to highlight the methodologies developed in teaching Libras as L1, to understand the importance of teaching L1 and its impact on student learning, and to propose improvements in the pedagogical practices observed, aiming at a critical reflection on the challenges faced in teaching Libras. To carry out this study, the studies by Lacerda (2006) regarding the school inclusion of deaf students, Gesser (2006) for the understanding of Libras as the structure of a language, and Lacerda (2000) for the inclusion of deaf children in classes with hearing children were used as theoretical references. The methodology used was qualitative research, since the focus of the work is to address the methodologies used during the internship. The internship constitutes a crucial stage of academic training, allowing students to experience the reality of the classroom, interacting with e ective pedagogical practices and having an impact on their future professional performance. During the internship, observations were made about the teaching methodologies used and how they fit into the context of deaf education. The work presents an analysis of the activities carried out, discussing the importance of the internship in the training of qualified teachers and in the interaction between theory and practice.