Resumen

KUMADA, Kate Mamhy Oliveira  y  PRIETO, Rosângela Gavioli. INITIAL EDUCATION FOR LIBRAS TEACHERS: FIRST CHALLENGES ON THE RECOGNITION OF A MULTIFACETED SUBJECT. Rev. Reflex [online]. 2019, vol.27, n.1, pp.34-50.  Epub 23-Sep-2019. ISSN 1982-9949.  https://doi.org/10.17058/rea.v27i1.11750.

The federal education institutions that offer higher education for Libras teachers must comply with the Law 12,711 / 12 and the Decree No. 5,626 / 05, regarding affirmative action policies that include, respectively, the groups of people graduating from public schools and the group of deaf people. Considering that in our contemporary society the subject is constituted by multiple fragmented identities, it is important to verify how federal institutions are organized for this undertaking, in face of the plurality of identities of one single participant. For this purpose, this article aims to investigate the effectiveness of the right to priority attributed to deaf people when entering under graduation courses for Libras teacher formation. The results revealed a low adherence of these institutions to the fulfillment of the priority in the access to the deaf person, as well as the challenge of some to deal with the postmodern subject constitution determined by different identities.

Palabras clave : Identities; Deaf; Higher education; Teacher education.

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