A formação em Libras na pós-graduação lato sensu: estudo sobre o perfil e competências docentes
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Data
2019-03-29
Autores
Oliveira, Cleusa Camargo de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa de mestrado do programa de Pós-Graduação em Educação da Faculdade de Ciência e Tecnologia da Universidade Estadual Paulista (FCT/Unesp), está vinculada à linha de pesquisa Processos Formativos de Ensino e Aprendizagem. O objetivo da investigação foi analisar a formação em Libras no curso de Pós-Graduação lato sensu em Educação Especial: Educação bilíngue para Surdos-Libras/Língua Portuguesa, no interior do Estado do Paraná, no Brasil. Assim buscou-se verificar se o curso de especialização em Libras está estruturado de modo a subsidiar o trabalho docente para o ensino bilíngue de surdos, de modo que possam proporcionar a construção dos conhecimentos adquiridos para estudantes surdos; bem como levantar as expectativas dos cursistas ao buscarem o referido curso. As bases teóricas deste trabalho se deram, principalmente, na legislação referente ao ensino bilíngue, tomando o Decreto 5.626/05 como referencial base, além da literatura referente à educação bilíngue para surdos, legislação e estudos sobre a formação continuada de professores em cursos de Pós-Graduação. Devido ao envolvimento da pesquisadora com a questão, o relato autobiográfico é expressivo neste texto. Dessa forma, a investigação configurou-se como pesquisa qualitativa e optou-se pelo estudo de caso sobre um curso de Pós-Graduação lato sensu na área de Libras. A turma analisada era composta por 26 cursistas. A coleta de dados foi realizada por meio de questionários respondidos pelos cursistas e análise documental do programa do curso. Os resultados demonstraram que os cursistas que buscam essa formação são na maioria profissionais da Educação, porém, há profissionais de outras áreas que desejam realizar um aperfeiçoamento e demonstraram ter optado pelo curso por interesses que vão além da docência bilíngue. Quanto à forma como o curso está estruturado, embora atenda algumas determinações do Decreto 5.626/05, contempla questões que ultrapassam as especificidades de formação de professores bilíngues, dando margens ao entendimento de que o egresso poderia exercer funções mais abrangentes na área de Libras.
This master's degree research of the Postgraduate Program of the Faculty of Science and Technology of the Universidade Estadual Paulista (FCT/Unesp) is linked to the research line Formative Processes of Teaching and Learning. The research’s aim was to analyze the training in Libras in the postgraduate course lato sensu in Special Education: Bilingual Education for Deaf-Libras/Portuguese Language, at inner of Paraná State, Brazil. Thus, it sought to verify if Libras Specialization Course is structured in order to subsidize the teaching work for bilingual education of deaf people, so that they can provide the knowledge construction acquired for deaf students; as well as the expectations of the trainees in pursuing this course. The theoretical bases of this work were mainly in legislation related to bilingual education, with Decree 5626/05 as a starting point, in addition to the literature on bilingual education for deaf and legislation and literature on the continuing education of teachers in courses of postgraduate. Due to the involvement of the researcher with the issue, the autobiographical account is expressive in this text. Configuring as a qualitative research, we chose the case study of a lato sensu postgraduation course in Libras area. The class was composed of 26 students. The data collection was done through questionnaires answered by the students and documentary analysis of course program. Results showed that the students who seek this training are mostly professionals of Education, but there are professionals from other areas who seek improvement and have demonstrated that they have chosen the course for interests that go beyond bilingual teaching. Regarding the way the course is structured, although it meets certain determinations of Decree 5626/05, it contemplates questions that go beyond the specifics of training of bilingual teachers, giving margin to the understanding that the egress could exercise more extensive functions in Libras area.
This master's degree research of the Postgraduate Program of the Faculty of Science and Technology of the Universidade Estadual Paulista (FCT/Unesp) is linked to the research line Formative Processes of Teaching and Learning. The research’s aim was to analyze the training in Libras in the postgraduate course lato sensu in Special Education: Bilingual Education for Deaf-Libras/Portuguese Language, at inner of Paraná State, Brazil. Thus, it sought to verify if Libras Specialization Course is structured in order to subsidize the teaching work for bilingual education of deaf people, so that they can provide the knowledge construction acquired for deaf students; as well as the expectations of the trainees in pursuing this course. The theoretical bases of this work were mainly in legislation related to bilingual education, with Decree 5626/05 as a starting point, in addition to the literature on bilingual education for deaf and legislation and literature on the continuing education of teachers in courses of postgraduate. Due to the involvement of the researcher with the issue, the autobiographical account is expressive in this text. Configuring as a qualitative research, we chose the case study of a lato sensu postgraduation course in Libras area. The class was composed of 26 students. The data collection was done through questionnaires answered by the students and documentary analysis of course program. Results showed that the students who seek this training are mostly professionals of Education, but there are professionals from other areas who seek improvement and have demonstrated that they have chosen the course for interests that go beyond bilingual teaching. Regarding the way the course is structured, although it meets certain determinations of Decree 5626/05, it contemplates questions that go beyond the specifics of training of bilingual teachers, giving margin to the understanding that the egress could exercise more extensive functions in Libras area.
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Palavras-chave
Libras, Formação de professores, Pós-Graduação Lato Sensu, Teacher training, Postgraduate Lato Sensu