The impact of the use of learning Objects on the Development of communicative competence in Brazilian Sign Language (Libras)

Abstract

The discipline of Brazilian Sign Language (Libras) is mandatory in teacher training programs in Brazil, yet the methodological issues related to pedagogical practice in this context remain underexplored. Aiming to address this gap, this study seeks to assess the impact of the use of learning objects (LO) in the teaching of Libras to pre-service teachers. Through an action research approach, we implemented a pedagogical intervention using LO and collected data through evaluation grids, videos, questionnaires, and reports. The results indicate that the LO had an impact on comprehension, production, and interaction activities at the A1 level, as outlined in Sousa et al.’s Reference Framework (2020). We observed progress in the recognition of simple words and expressions, the occurrence of dialogues, and strong performance in production tasks. There was also a significant impact on learning how to describe locations, personal characteristics, and objects, as well as improvement in Libras signaling in the final lessons. Interaction was fostered through dynamics and games derived from the use of LOs, along with teacher support, which enabled learners to demonstrate the ability to ask and answer simple questions on familiar or immediate need topics. We conclude that when LOs are combined with an appropriate pedagogical approach and continuous support, they are effective in developing communicative competence in Libras at the A1 level.