Constituição identitária de sujeitos aprendizes de Libras no CAS Natal

Abstract

This research seeks to investigate how the process of identity constitution of Libras learners takes place at the State Center for Training Educators and Assistance for People with Deafness - CAS Natal. Dialogical interaction is inherent to the human urge to relate socially, taking place through different languages, whether oral or visual. In these relationships of otherness, we are inevitably refracted by the discourses that surround us, which reverberates our identity constitutions. Therefore, we are situated in the great (in)disciplinary terrain of Applied Linguistics (FABRÍCIO, 2017; MOITA LOPES, 2006, 2013; PENNYCOOK, 2006; KLEIMAN, 2013), whose assumptions dialogue from the subject in his uniqueness, with the objective of creating intelligibility about social problems in which language plays a central role. To strengthen the discussions of this investigation, we resorted to studies of the Bakhtin Circle (BAKHTIN, 2011, 2015, 2016, 2017a, 2018; VOLÓCHINOV, 2018, 2019), to support us on the issue of language as a social practice; to support the discussions about identities, we based ourselves on Cultural Studies (HALL, 2014, 2020; CANCLINI, 2016, 2019; WOODWARD, 2014); and for the foundations related to Libras and the identity constitutions of its deaf and hearing learners, we are anchored in Deaf Studies (ALBRES, 2016; LODI, 2004, 2006, 2021; GESSER, 2009a, 2009b; PERLIN and MIRANDA, 2003; PERLIN and REIS, 2012; QUADROS, 2017, 2019; ROSA, 2012; SÁ, 2010; SKLIAR, 1998). The construction of the data consisted of the AL perspective based on the qualitative-interpretative approach, carried out through the application of a questionnaire and interviews with eleven deaf and hearing subjects from the referred Center. Based on the analyses, we recognize that, through their speeches, the subjects reveal plural identities, from being interested in the other and in the language, involved in deaf causes, to being proud of their identity positions as Libras learners as a deaf person, mother of a deaf person and teacher of the deaf. That is, they all go through the redefinition of deafness, which takes place through diverse dialogic experiences.