Trajetórias de professores surdos de libras: surdos "filhos do bilinguísmo"

How did you become a deaf Libras (Brazilian Sign Language) professor in higher education being deaf? This question motivated an investigation that sought to analyze the formative paths of deaf professors in the Libras Language course at a public higher education institution in Paraíba, anchored in epistemological principles of (auto)biographical research in education (Josso, 2004; Pineau, 2006; Passeggi, 2010, 2015; Passeggi and Souza, 2017; among others) and in bilingual education for the deaf (Skliar, 1999; Moura; 2000; Gianini, 2012, etc.). The comprehensive interpretative approach of (auto)biographical narratives (Souza, 2014) supported the analysis of the narrative interviews of three deaf professors, “children of bilingualism”. Their trajectories evidenced “memories-references” marked by the essentiality of Libras in the constitution of deaf identity; formative experiences of bilingual education; being a “real professor” in the making; and the achievement and recognition of oneself as an education professional.