THE TEACHING OF LIBRAS FOR KAINGANG AND GUARANI INDIGENOUS STUDENTS IN DEGREE COURSES IN PARANÁ

Abstract

This paper presents an observational case study, which analyzes one of the actions of the University Commission for Indigenous People (CUIA) and aims to present a reflection on the process of appropriating the Brazilian Sign Language (Libras) in the context of the university , by Kaingang and Guarani indigenous people during their initial training in degree courses, who speak the indigenous language (L1) and since childhood, upon entering the schooling process, they learn the Portuguese language (L2) and upon entering university and with the insertion of Libras in the course curricula, they learn notions of Libras (L3). As a methodological approach, we opted for an observational case study that analyzes the pedagogical monitoring work offered by the University Commission for Indigenous People (CUIA local), at the State University of Maringá, for five indigenous students who studied Libras in 2021 and 2022. In the monitoring work, the local Cuia had a listening teacher, trained in Libras, who acted as a mediator and observer during the consultations. As a theoretical basis, we used authors who discuss indigenous and deaf higher education, and authors who discuss the process of language acquisition, including Libras, considering the prescriptions established in current legislation for deaf people. The results highlight the relevance of teaching Libras in the university context, as it expands knowledge about deafness and sign language and introduces Libras to indigenous people in training, as a possibility of appropriating a third language (L3).