Os PPCs dos cursos de letras libras nas universidades públicas na Região Norte do Brasil

Abstract

This dissertation investigates how the Pedagogical Course Projects (PPCs) of Libras courses at federal universities in the North Region, focusing on the knowledge that emerges from these courses and their relevance for the linguistic, social and cultural inclusion of deaf people. Recognized as an official means of communication and expression since the enactment of Law No. 10.436/2002, Brazilian Sign Language (Libras) has been a central element in the promotion of bilingual education and in the training of professionals to meet the demands of deaf communities. To this end, the research aims to analyze how the PPCs of Libras courses at federal universities in the North Region define the profile of the professional to be trained. Through a qualitative, documentary research, the Pedagogical Course Projects (PPCs) of seven Federal Public Universities in the North Region were analyzed. The results reveal the need for an integrated and inclusive approach that respects Libras as a cultural and identity component, fostering an academic education that contributes to the discursive deconstruction of ableist stereotypes that still exist in contemporary society and promotes reflections and practices focused on the inclusive perspective of deaf communities in various social spaces. However, I perceive that Libras courses, based on their PPCs, are configured as spaces of resistance, reordering the relations of power and knowledge, creating conditions for the cultural and educationalemancipation of deaf communities. And this discursive practice, by legitimizing deafness as a difference and not as a disability, promotes transformations that resignify social and educational relations, placing inclusion in a space of reflection.