Por mais inserção/imersão da surdocegueira nos cursos de licenciatura em Letras da UFCA e da UFC.

Abstract

The search to guarantee adequate training and qualifications for deaf and blind students is a concern in basic education, but it intensifies when we deal with deafblindness, given the lack of qualified professionals to work with the linguistic development of this subject and also the little visibility given to the topic within teacher training courses in higher education in Literature - Libras, in higher education, in the state of Ceará. Faced with this issue, this work aims to expose the curricular weaknesses that involve the training and qualification of graduates in Literature - Libras from the degree course in Literature - Libras at the Federal University of Cariri (UFCA) and the Federal University of Ceará (UFC ) to deal with deafblindness. As a methodology, I used documentary and exploratory research of a bibliographic and qualitative nature, mainly based on the authors Bezerra (2016), Cader-Nascimento e Costa (2010), Cormedi (2011), Farias (2015), Falkoski (2023) and Giza (2023). Throughout the documentary analysis of the curricula, it was evident that the Course Pedagogical Project (PPC) of both courses present little or no element that focuses on training graduates to deal with linguistic specificities linked to deafblindness. Thus, throughout the research, I emphasize some aspects that encompass deafblindness and the linguistic education of these subjects, such as tactile Libras, Braille and the development of communication and I expose notes for such normative documents in order to improve them.