A produçao de agentes autorizados: o perfil dos professores de Libras entre os avanços das políticas e a hostilidade do contexto

The official signing of the Sign Language in 2002 in Brazil and its inclusion as a compulsory subject in the courses of teacher training and Speech and Hearing Therapy have brought to light different aspects not only of the education of the deaf but of the very condition of being deaf and a hearering, besides making clear the way society deals with differences. Our objective in this work is to assist in the deconstruction of practices and discourses that are based on the concept of deafness as a disability whose consequences are found in the naturalized forms of prejudice and exclusion to which deaf individuals are subjected. Our initial hypothesis considered that the production of laws would not have been able to make effective the priority of the deaf subjects in the exercise of the teaching function of the discipline of Libras, as established in the legal instruments. We use a methodology built upon different axes with plural theoretical frameworks, seeking anchorage in Cultural Studies and the works of Raymond Williams (1992, 2011), Tomaz Tadeu da Silva (1997, 1999), Stuart Hall (1997) and Kathryn Woodward (1997). We also look for support in Sociolinguistics, in particular the studies about linguistic policy and minority languages done by Calvet (2007), Lagares (2011) and Guespin and Marcellesi (1986). In order to understand the ways in which the exclusion of these subjects materializes, we analyze three mechanisms of production of subjects authorized in SL: The University courses of teacher training; The proficiency certification exam - PROLIBRAS and the teacher selection norms for the teacher training courses of the Federal Universities. We focussed on the 11 institutions located in Minas Gerais and we could conclude that the paradigm of exclusion continues to be present, orienting the practices and policies around the SL and the deaf subjects