Crenças no discurso docente a respeito da Libras no ensino superior do Agreste pernambucano

In this research, we analyze the beliefs in a teacher's discourse about the teaching-learning process of the Libras curriculum component in Higher Education in the wild Pernambuco. The research is qualitative and exploratory. To guide this investigation, we dedicate ourselves to answering the following question: what are the beliefs of the teaching-learning process of Libras by a teacher of this curricular component in Higher Education in the Pernambuco countryside? In this way, we aimed to analyze the beliefs of the participating teacher about aspects related to the curricular component Libras in Higher Education in the Pernambuco countryside. The empirical field was the Academic Center of Agreste, at UFPE. A Libras teacher participated. The collection instrument was the semi-structured interview. For data analysis, we join the practice of description and interpretation, which implies a dialogical relationship with phenomenological traditions. As a basis for the research, we address the details that involve the training of Libras teachers and how the community of hearing people perceives sign language and deaf people. We also talk about beliefs, which are opinions and ideas about the teaching-learning process, from the Libras professor's discourse, identifying and knowing them. In this way, beliefs about the language teaching learning process can influence the actions developed in the pedagogical process, from the selection to the preparation of classes, the preparation of activities and what the teacher expects from his apprentices, as Libras should be taught, which is based on real everyday contexts, and how learning occurs, which can be through comparison with Portuguese, the student's first language.