Abstracts Language, Literature, and Linguistic

The didactic sequence of learning “who I am?”, “where I am?” and “how I am?” (the five body senses) in the BioLibras/UFV extension project: the deaf pedagogy approach

by Wilson Fernando Pereira da Silva

This research is the result of participatory investigation that sought to respect the choosing a concrete reality individual and collective of the participants in this formative process, aiming contextualize the investigation in its historical dimension. Thus, it started from the Freirean approach and from the Deaf Pedagogy, having as field of study the BioLibras Extension Project, at Federal University of Viçosa (Brazil) and which serves with deaf students from Viçosa and surroundings. In this way, the didactic sequence “WHO I AM”, “WHERE I AM” AND “HOW I AM” was analyzed, related to the five body senses. It was developed in 2018 based on the assumptions of Science Education aimed for deaf students. To this end, we started with documentary research, in which the research materials of the workshops developed in the didactic sequence were recovered, with a timeline and a descriptive spreadsheet. From this, it was systematized, together with the members of this Project, gathering some of the perceptions related to the process of construction of the didactic sequence. Through the focus group, memories and critical reflection on the established educational practice were activated. After the systematization of this data, it was analyzed considering the Deaf pedagogy and the categories proposed based on the literature. The results of this study indicated that the elaboration and development of this didactic sequence placed the Deaf teacher and the components of the BioLibras Project as popular educators, since they played the role of articulators, organizers, encouragers, and mediators of the educational process. At the same time, it placed deaf students at the center of the teaching and learning process, constantly questioning their condition in society, as members of a linguistic minority population. It was also verified with the proximity of the didactic sequence with the principles identified in Deaf Pedagogy, from the theoretical framework. In this sense, the importance of teaching Brazilian Sign Language (Libras) was highlighted both for Deaf students, families, and society in general. It can be favour deaf empowerment through the possibility of language circulation in different spaces. It also showed that the BioLibras Project, based on the proposal of bilingual teaching and highlighting the role of a deaf teacher, brought light to the darkness of years with an oralist and oppressive education for the deaf students, without due respect to the specificities of this linguistic group and cultural. Thus, it is believed that the results of this research will be able to illuminate the paths for a bilingual education, for the formation of teachers and for new ways of researching and understanding the current demands for the Deaf Education. Keywords: Deaf Education. Following teaching. Deaf Pedagogy. Science Education.