Práticas de formação acadêmico-profissional numa perspectiva bilingue: primeiros passos em inovação pedagógica.

Abstract

The understanding of the world involves weaving the identities of those or what our gaze is directed to, however, in the listening world these analyses are often carried out in a very superficial way. The focus isocenter research on the academic listener, in the researcher/teacher of Libras listener, in the knowledge and non-knowledge of this group, during the constitution of its formative itineraries. The present study presents an analysis related to the quality of bilingual training offered to academics during the offer of the Libras discipline, from the analysis of the formative path of the subjects of action research. The methodology used was qualitative research of the action research type. Eleven academics (11) of the Pedagogy Degree course participated in the research. The research reflects the importance of Academic professional training that considers the entire training course experienced, which does not find in the certification a termination. It seeks in the concept of Pedagogical Innovation to strengthen the social commitment of the formation of the human teacher, of the human student, from the proposition of an intervention action based on the constitution of a space for collective reflection on practice, thought of from the perspective of the student's empowerment for the exercise of teacherality. The research scenario is the State University of Rio Grande do Sul - UERGS. It brings the following research problem: Does academic immersion in bilingual practices that permeate the compulsory curricular component of Libras, allow the academic to propose a teaching from a bilingual perspective? The general objective of the research is to investigate the process of bilingual training of pedagogy students, during the offer of the libras curricular component, seeking to reflect on this formative path. The specific objectives seek to delineate the profile of academics, subjects of action research and their relationship with Libras; analyze the conception of the students of the Degree course in Pedagogy on bilingualism; identify the students' understanding of the inclusion process of deaf students, as well as the conception of the teaching offered to them; to analyze how the methodological proposals used could help in the process of training students in relation to the teaching of the Deaf. From the analysis of the data, it was verified or that the knowledge acquired during the discipline of Libras, were insufficient for the academics to propose in the future, a teaching in the bilingual perspective. This research underpins its study on the construction of the bilingual professional identity of academic listeners, whoafter graduation, will be mediators in bilingual inclusive classes. The data analyzed showed that in relation to the Brazilian sign language, both the concept and the acquisition of basic vocabulary were acquired by the students, however they pointed out the need for other trainings that could meet other difficulties related to the teaching of deaf students. From the training offered, the students realized, from the knowledge passed on the need to rethink the curriculum used in order to enable the offer of a bilingual teaching, which permeates what is discussed in thediscipline of Libras, articulating across the other disciplines offered in the Undergraduate Pedagogy Course.