GRAMMATICAL AND COMMUNICATIVE APPROACHES IN THE FORMATIVE PROCESS IN LIBRAS AS A SECOND LANGUAGE: PERCEPTIONS OF TEACHERS OF THE LIBRAS COURSES OFFERED BY CAS - MARANHÃO

Abstract

This article aims to discuss the grammatical and communicative approaches in the teaching of Libras as a second language from the perceptions and understandings of professionals who work in the Brazilian Sign Language (Libras) courses offered by the Special Education Center Professor Maria da Glória Arcangeli / CAS-Maranhão. It is justified by its social relevance to the extent that the teaching of Libras is included in the pedagogical proposal of educational institutions that foster the formation of social subjects. The methodology used was the basis of bibliographic research, based on Almeida Filho (1998), (2017); Barbosa and Lacerda (2019); Brazil (2023); Borges (2010); Ferreira (2010); Finger and Frames (2008); Fiorin (2007) and Gesser (2010), among others; and field research, with the application of questionnaires through Google Forms for the following professionals: teachers-instructors, teachers-translators-interpreters of the Libras courses - L2. The analyses had a critical basis based on the intentions and orientations of the qualitative research. The results of the research showed that the professionals, teachers, translators, and interpreters of Libras, are aware of the dynamics of the work developed and, in the materiality of the didactic-pedagogical actions, they perform, to a large extent, the teaching scopes through the grammatical and communicative perspectives of the teaching of Libras.