A PALAVRA DO OUTRO

FUNDAMENTOS BAKHTINIANOS PARA A EDUCAÇÃO DE SURDOS E O ENSINO DE LIBRAS

Abstract

ABSTRACT
In language studies and language teaching, there is often a tendency to reduce communication to a closed system of rules, disregarding its social, historical, and ideological character. This limitation becomes even more evident in deaf education, where language is a condition for subjectivation and cultural construction. The central question guiding this research is: in what ways can the foundations of Bakhtin’s dialogical theory contribute to understanding and improving pedagogical and discursive practices in deaf education, especially in the teaching and appreciation of Libras as a language of interaction and cultural identity? The general objective is to analyze the contributions of the Bakhtinian Circle’s dialogical theory to deaf education, emphasizing the development of inclusive pedagogical practices that recognize Libras as a space of enunciation, alterity, and meaning-making. The research adopts a qualitative and bibliographical approach. The results indicate that dialogism provides a solid theoretical basis for valuing Libras as a living linguistic practice, allowing for an understanding of the constitution of the deaf subject within their historicity and multiple spheres of social interaction. It also reveals that educational practices inspired by Bakhtinian thought promote the construction of more dialogical, critical, and collaborative bilingual environments. It is concluded that the Bakhtinian perspective broadens the ethical, aesthetic, and cultural understanding of the educational act, strengthening teacher education, the commitment to difference, and the recognition of Libras as a legitimate expression of deaf identity, culture, and citizenship.

Keywords: dialogism; alterity; bilingualism; deaf culture; linguistic diversity.