ANÁLISE DA DIMENSÃO DA INTERCULTURALIDADE NA DISCIPLINA DE LIBRAS EM CURSOS DE LICENCIATURA NO CONTEXTO DA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA (EPT)

Abstract

This research aims to analyze Libras discipline programs in the Degree in Letters, Pedagogy and Biological Sciences in the context of Professional and Technological Education (EPT), at the Federal Institute of Paraná (IFPR) about the approach of interculturality. The questions that guide this study are: i) Is the teaching of Libras based on the linguistic and cultural specificities of the deaf and on their interrelationship with the language and the listening culture? ii) Do the contents covered in this course address the diversity of deaf identities? In order to make this research feasible, the following specific objectives were established: Identify the applicability of content about deaf culture, different deaf identities and interculturality in Libras discipline programs, of the respective degrees, and their possible relationship with the bilingual education of deaf in inclusive school; To investigate the understanding of Libras teachers, who work in the courses in question, about the approach of interculturality and its importance for the process of school inclusion of the deaf. For that, we opted for bibliographical, documental and field research, using the mixed methods approach, of sequential procedures. Theoretically, this study is anchored in Candau (2008, 2012, 2020), Nascimento (2014), Quadros (2006, 2009, 2019), Strobel (2006, 2008, 2013, 2016), Perlin (1998, 2003, 2011), Skliar ( 1998), Albres (2012, 2014, 2016) among other authors who discuss education for the deaf, Libras and interculturality. The research was divided into three stages: the bibliographical one, through which we discuss the main aspects that involve the school inclusion of the deaf from an intercultural perspective, the implementation of the Libras discipline and the professionals able to teach it; the documental one, in which we analyze Libras discipline programs in the mentioned degrees; and, the field stage, in which Libras teachers who work in the investigated degrees were interviewed, through a semi-structured questionnaire in an online form via GoogleForms, about the approach of interculturality in the Libras discipline. The collected data were categorized and analyzed under the theoretical framework proposed by the researched authors based on the theory of Content Analysis proposed by Bardin (2016). The results showed that most Libras subject programs are based on the linguistic and cultural specificities of deaf subjects and their interrelationship with the hearing culture. In addition, such programs address issues related to culture and different deaf identities, and in only one program the term “deaf identities” did not appear. We found that although the term “interculturality” is not included among the themes of the menus and contents, when analyzing the programs in full, we noticed the teachers' concern in articulating Libras and the deaf culture with the hearing culture, demonstrating possibilities of interaction. relationship between them. It is suggested that, in the future, reflections on the development of programs that address the approach of interculturality be deepened in accordance with the workload provided by the degrees, with a view to an inclusive education (bilingual and bicultural) without prejudice, discrimination or inferiority from the other.