As contribuições do Programa Institucional de Bolsas de Iniciação à Docência (Pibid) na formação de futuros professores de Libras

Abstract

The thematic one refers to the study of the contributions of the Institutional Program of Initiation to Teaching Scholarship (PIBID) for the formation of the professor of Libras, deaf and listener. The research aims to analyze how the PIBID of the course of Letters: Pounds in the FUG contributes to a better formation of the future teacher of Pounds. In addition, it aims at reflecting on the necessary and inseparable relationship theory and practice in teacher education. For this, a bibliographic study was carried out on the importance of practice in teacher training and on Ipits in other courses, in the partnership between Higher Education and Basic Education. As a methodology was used a qualitative approach and the instrument for data collection was a questionnaire applied to deaf pibidians and listeners, students of the course of Letters: Pounds of the FUG. This was composed of 27 questions, linked to the research objectives, aiming at comparative results between deaf pibidians students and listeners. The studies of Freire (1997), Gesser (2012), action research (ANDRE, 2001) and methodology of teaching of Libras L1 (BASSO, STROBEL and MASUTTI 2009) and L2 (GESSER, 2010) formed bases for analysis of the results. It was concluded that Ipits is an opportunity for professional learning, with activities of development and appreciation mainly for future deaf and hearing teachers, because it enabled them to learn more articulating the practice in school and university studies. Mainly regarding the valuation of the Degree in Literature: Libras and a better qualification for its performance.