Elaboração de plano de aula para a disciplina de Libras na graduação: desenvolvimento, oferta e avaliação de diretrizes destinadas aos professores recém-formados

Abstract

This research investigates the challenges faced by newly graduated teachers in the field of Libras (Brazilian Sign Language) in developing lesson plans for teaching Libras as an additional language in higher education. To this end, it draws on the works of Turra et al. (1995), Takahashi and Fernandes (2004), and Gil (2012) to discuss the components of such documents and how they should be formally presented. The objective is to analyze the development and evaluation of a preliminary guideline material for creating Libras lesson plans aimed at recent graduates, while also presenting an original pedagogical product. The qualitative research involved a group of nine graduates in Libras, utilizing questionnaires, lesson plan development tests conducted before and after the training, and an evaluation of a prototype that informed the final version of the pedagogical product. The analysis was framed by the assumptions of the Indiciary Paradigm, which identifies signs and clues for interpretation, taking into account the environment and participants as indicators (Suasssuna, 2008). Four specific objectives were addressed: 1) to develop a material providing guidelines for creating Libras lesson plans; 2) to offer this material to recent graduates; 3) to assess the impact of the material on the quality of lesson plans; and 4) to propose an original pedagogical product and reflect on potential offerings and evaluations. The proposed pedagogical product is an e-book entitled "Planning for the Libras Discipline in Higher Education," designed to assist higher education teachers in developing lesson plans, based on visual pedagogy, visual literacy, and modeling (Leffa, 2007; Lebedeff, 2010; Romário and Dorziat, 2017; Fernandes and Moreira, 2017). The results indicate a strong need for teaching strategies that enable Libras students to develop the theoretical and practical competencies necessary for creating lesson plans (Santos, 2016; Gesser, 2010), as teaching this language can contribute to the inclusion of the deaf community. It is concluded that the provision of guidelines for creating Libras lesson plans addresses a gap in the training of professionals in the field.