Formação docente inclusiva: as contribuições da Libras no curso de Licenciatura em Ciências Biológicas

Abstract

The inclusion of deaf individuals in the educational environment has been one of the main challenges faced by Brazilian education in recent decades. This study aimed to analyze the contributions of the Brazilian Sign Language (Libras) discipline in the undergraduate Biological Sciences program for teacher training, focusing on the inclusion of deaf students. The research was conducted with 33 Basic Education teachers working in public and private schools in the municipality of Uruçuí, Piauí. The theoretical framework was based on authors such as Libâneo, Quadros, Karnopp, Gesser, and Mantoan, who discuss teacher education and inclusive teaching. The methodology employed was a qualitative and quantitative approach through a questionnaire with 14 questions, made available to teachers via Google Forms. The data revealed that, although most teachers recognize the importance of the Libras discipline, significant gaps still exist in course workload, pedagogical practice, and continuing education. It is concluded that, despite legal and curricular advances, the Libras discipline needs to be strengthened in teacher education programs, with more practical experiences and connection to the educational context, to ensure truly inclusive teaching practices