A trajetória de uma mulher surda para tornar-se docente em ensino de Libras: educação, quebra de barreiras e acessibilidade

Abstract

This research, developed based on the autobiographical method, demonstrates the journey of a deaf woman on her path to becoming a Libras teacher. The Brazilian Sign Language (Libras) is recognized and established by Law 10,436/2002, and the teaching of Libras in universities was regulated by Decree 5,626/2005. The scientific justification and academic relevance is due to the fact that deaf teachers work as Libras teachers in institutions, facing various adversities to reach this position - communicational, pedagogical and attitudinal barriers. The objective was to autobiography the development and educational formation of a deaf woman, reflecting on "being a deaf professor" at the university. The research methodology is based on the personal life narrative and the role of a deaf teacher, based on authors such as Ferrarotti (1991), Abrahão (2009) and Marina (2007). The qualitative approach presents itself as an effective way of working with autobiographical research, allowing us to understand subjectivity, including feelings, experiences, interactions and perceptions in context. The objects of analysis and the data collected/produced, such as photos, videos, interviews, descriptive notes and personal narrative documents, in addition to questionnaires, are organized chronologically, from birth to the present moment of life as a university professor. The research includes the researcher herself and people from her family, personal and social life, both in her private life and in her professional environment. Data collection and analysis were based on the model of scenic understanding, organized in three stages: scene 1, with the construction of the autobiography through a timeline; scene 2, interviews using questionnaires with chosen subjects (family, social and professional groups); and, scene 3, with the reanalysis of scenic understanding, by the researcher herself, observing barriers and accessibility. The research was developed within the scope of the Academic Master's Course in Teaching (PPGE), at the Federal University of Pampa, in the years 2021 to 2024. It is noteworthy that the training path itself was permeated by communication and pedagogical barriers, which were being eliminated over the course of the course, with accessibility measures. The main conclusion of this autobiographical research is that life stories can help both deaf and hearing people to reflect on the barriers and adversities faced by the subjects in the trajectory of personal and educational development. This process highlights the importance of recognizing the rights to inclusion and accessibility, promoting the expression of communication and the place of speech for deaf people. Furthermore, barriers to learning, expression and communication for deaf professors at Unipampa were identified, with the aim of improving accessibility and inclusion at the university.