Training of sign-writing teachers

language, deaf culture and inclusion

Abstract

Brazilian Sign Language (Libras) is produced by the hands, and understood by sight. It is a linguistic and cultural element of the deaf person.For a long time, it was believed that sign languages were unwritten. However, since 1972, sign languages began to have a graphic record that documents the history of deaf people, their discoveries, narratives, and scientific productions. This paper aims to describe the training of Sign Writing teachers in the North of Brazil, who work in the teaching of Libras. The adopted approach was qualitative, with a basic nature, which objectives are outlined from the explanatory vision, in a critical perspective of the data, based on the theoretical framework. The procedure was based on field analysis of semi-structured interviews with 6 participants: 3 deaf and 3 non-deaf. The analyzes showed that training takes place in a very variable way: workloads dedicated to different disciplines, as well as being mandatory. There is still little attention to the issue of literacy and the importance of Sign Writing for the appreciation of deaf culture. We conclude, therefore, that Writing of Signs is very important as a component of the formation of Libras teachers and for the education of deaf people in general, either as a system of linguistic registration, or as a mark of culture and deaf identity. It is an element of language, culture and inclusion of deaf people that reflects their way of seeing the world, highlighting visuality.