Tandem Libras/Português: Uma experiência com graduandos do Curso de Pedagogia do Ceres-Caicó/RN

Abstract

The present work entitled Tandem Brazilian sign language/Portuguese: An experience with undergraduate of the pedagogy course of the Ceres-Caicó/RN, aimed to identify and analyze the effects of Tandem on the education of the pedagogue, for this we use observations made to deaf and hearing interactions and responses obtained through questionnaires applied to undergraduates of the pedagogy course of Ceres-Caicó/RN, who participated in the interactions. A qualitative research was conducted, using an exploratory case study method, theoretically based on authors such as Vygotsky (2008), Silva (2018), Oliveira (2017) Menezes (2018), Telles (2009) and methodologically in Koche (2009) and Lakatos (2009). The research is relevant because it is noticed the lack of use of Brazilian Sign Language in several schools of Caicó-RN. Through the analysis of the date of this case study it was possible to understand the contributions of Tandem in the education of the educator as a way to improve their performance in the classrooms contributing to the development of the deaf person. We also highlight that the interactions in Tandem context contributed to the educator's formation in both social and professional context, considering that the exchange of experiences also contributed to the breakdown of prejudice faced by the deaf community, considering the dimension of interactions not restricted only the exchange of knowledge related to the language of the collaborators, because it also involves the process of humanization of the relations between deaf and listeners.