Libras in the pedagogy course: analysis of factors that interfer in the teaching-learning process

Abstract

This text is an excerpt from a larger study, that sought to evaluate the Libras major implementation process in the Pedagogy Course curriculum in Londrina State University- UEL. The purpose of these paper is presenting the factors analysis that involved the teaching-learning processes and contributed to or hindered the major progress. Data were collected through a semistructured interview with the professor and questionnaire to 90 Pedagogy students, after they attended that major. The data analysis was based, in particular, on Decree 5.626/2005, which regulates Law 10.436 of 2002 – Libras Recognition Law. Results showed that the greatest difficulties in relation to the Libras teaching were time load; amount of students per class, parallel activities excessive to the major one, and specific difficulties such as motor coordination and memorization. As for the positive aspects, we highlight the didactic support and the visual resources that aid in the classes and facilitate the students understanding. We evaluated that analyzes presented could contribute to identify conditions that make Libras progress easy or difficult it.