Teaching Brazilian Sign Language as first language: curriculum in practices of supervised stage of Letras Libras’ Course

This article shares experiences of the supervised traineeship of the Licentiate Course in Letras Libras, in the teaching of the Brazilian Sign Language (Libras or LSB) as first language (L1), under three interrelated aspects: (a) the traineeship as a reflexive and collaborative experience; (b) the student immersion in socio-interactive teaching practice, reflecting on concepts of mother tongue and curriculum of Libras as L1; and (c) the school as territory of culture production, place of (de)territorialization of stages and (de)construction of students’ identities. The data for analysis were extracted from records of the traineeship of the first class of Letras Libras/UFC, in activities produced in the following academic semesters: 2017.1 and 2017.2. The theoretical foundations that supported the experiences of this traineeship were developed with Fedathi Sequence (BORGES-NETO, 2017a, 2017b) which is based on socio-interactive contribution proposed by Vygotsky (1989, 1993) under the ideology on metalinguistic consciousness (GIUSTINA; ROSSI, 2008) and the intercession with specific literature on deafness (LANE, 1992; SACKS, 1998). The reports presented by the students, in Libras, reflected the results of the empiria, presenting the urgency to systematize Libras’ curriculum as L1 in different levels. At the end of this experience we can affirm that the different stages problematized curriculum, school and teaching of Libras as L1; and it gave us opportunities for the triad experiences: student (from school), trainee and teachers (supervisors), outlining a rhizomatic framework as a bridge to the constitution of the professionalization of the (future) Libras’ teachers.