Banca de QUALIFICAÇÃO: DENISE MARIA DOS SANTOS MELO

ENGAGING DISCOURSES AND ACTIVE RESPONSIVITY IN TEACHING AND LEARNING BRAZILIAN SIGN LANGUAGE IN HIGHER EDUCATION

Applied Linguistics; surrounding discourses; Teacher training; Libras Discipline.

Through the struggles of Brazil's deaf communities, the Brazilian Sign Language (Libras) has become a compulsory subject in teacher training courses (BRASIL, 2002). Therefore, teachers who deal directly and on a daily basis with deaf students would need to somehow manage the methodological, cultural and linguistic issues of the spaces in which these subjects are inserted, with the use of another language, which is Libras, in that teaching/learning space. This endeavor is inserted in a broad discursive field (Bakhtin, 2003) that stimulates various understandings about possible factors that influence the formation of what we call surrounding discourses (Souto Maior, 2019). We understand that discourses are part of social construction and that they intertwine the construction of meanings, conveyed by the speakers and their ideological values (Bakhtin, 2003). As such, much of what is said and understood in the classroom about Libras and the practices that underlie it, which by some authors can be considered a myth (Quadros et all., 2004) or beliefs (Barcelos, 2001), can have repercussions on other meanings related to teaching and learning, teacher training, etc. In this way, we can see how the subject of Libras in undergraduate courses can be configured as a space that transforms these surrounding discourses. Therefore, within the field of Applied Linguistics (Moita Lopes, 2006) and Implicit Linguistics (Souto Maior, 2022), we will analyze the engaging discourses produced by hearing students in the subject of Libras in teacher training courses at the Arapiraca/UFAL campus and how these discourses interfere in training, as well as the implications of these engaging discourses in teacher training. To this end, in addition to the notions described above, we will work with the notion of active responsive comprehension from the so-called Bakhtin Circle. We therefore propose a qualitative (Flick, 2007) and ethnographic (Paiva Vera, 2019) study, using a reflective diary, field notes and semi-structured interviews. The methodological procedure in the classroom was based on the production and re-elaboration of texts, with intervention planning on the subject.