Experiencias na Criação e Adaptação de Materiais Didáticos para o Ensino de Libras como L2 no Ensino Fundamental I: Um Relato de Experiência

Abstract

This study addresses the difficulties encountered in creating and adapting teaching materials for teaching Brazilian Sign Language (Libras) as a second language (L2) in early elementary education, drawing on experiences from the Institutional Program for Teaching Initiation Scholarships (PIBID). The research was motivated by the scarcity of pedagogical resources aimed at teaching Libras to hearing children—particularly those that could contribute to the Portuguese language literacy process. In this context, the study sought to answer the following question: what are the main challenges faced in developing and adapting teaching materials for Libras as an L2 in the early years of elementary school? The study aimed to report on the experiences lived, identify the difficulties encountered, and reflect on the contributions of producing teaching materials to both Libras instruction and teacher training. Methodologically, it is characterized as qualitative, descriptive research conducted as an experience report within a 1st-grade elementary class at a public school in Juazeiro do Norte, Ceará. The theoretical framework draws upon authors such as Quadros and Karnopp (2004), Fiscarelli (2008), Rausch and Frantz (2013), Mussi (2021), Lunetta et al. (2024), Silva and Jordão (2007), Sousa (2015), Oliveira and Lima (2024), and Vázquez (2011). The results demonstrated that the lack of specific materials necessitates creativity, planning, and the constant adaptation of pedagogical practices. The study concludes that the use of playful, visual, and technological resources facilitates Libras instruction, strengthens the literacy process, promotes inclusive practices, and contributes significantly to initial teacher training.