Brazilian Sign Language and Teacher Education: Analysing the Syllabus Based on Decolonial Perspective

• In Event: Intersectionalities

Abstract

This paper analyzes the syllabus of a Brazilian Sign Language (Libras) course at a Higher Education Institution in Minas Gerais, Brazil. It aims to discuss how the Basic Level I curriculum contributes to teacher education from a decolonial perspective, emphasizing the recognition and appreciation of Deaf individuals and Libras. Using a qualitative approach and documentary analysis, the study draws on authors such as Walsh (2005), Oliveira and Candau (2010), and Chaibue and Aguiar (2014). The findings highlight how recognizing Deaf culture, language, myths, beliefs, and self-identification signs supports the deconstruction of colonial views imposed on Deaf people. These elements strengthen pedagogical practices that respect linguistic and cultural diversity and foster the social recognition of the Deaf community.

Authors

• Thaís Carvalho, Universidade Federal de Viçosa

• Ana Luisa Borba Gediel, Federal University of Viçosa