This work starts from the need to build authentic didactic materials in Brazilian Sign Language
(henceforward, Libras) for the development of communicative teaching and Critical Literacy
(CL) with Discursive Genres (DG) in Libras. The general objective is to investigate whether
teachers promote the understanding and production of GD on video-recording in Libras
teaching, in a higher education course in B.A. in Libras. The specific objectives are: a) To
identify the main authentic DGs that teachers can use to teach Libras in higher education; b) To
understand the strategies that teachers may use to teach authentic DG in Libras; c) Propose the
creation of activities with the Critical Opinion Exchange genre. d) Build a proposal for
curricular organization of Libras subjects based on DGs. For that, the researches by Bakhtin
(1997), on the constitution of the speech genres were used; Kleiman (2007), on the concept of
literacy; Kleiman, Ceniceros, Tinoco (2013), on literacy projects; Mattos and Valério (2010),
on communicative teaching and critical literacy; Lebedeff and Santos (2014), on teaching
authentic materials on video-recording; Richter (2005), on the proposed sequencing of DG
comprehension questions; Dolz, Noverraz and Schneuwly (2004), on didactic sequences. The
methodology is a qualitative case study, as well as a bibliographic and documentary research.
A questionnaire and interview with semi-structured questions were applied to four professors
of the Language Course: Libras at the Federal University of Tocantins (UFT). Teachers reveal
that they use authentic materials in video recording in Libras, but teaching with a focus on GD
and Critical Literacy issues is not emphasized by some teachers. There is also a concern with
communicative teaching, but the teaching of Libras grammar influences teaching practice, due
to the syllabuses that oblige the teaching of some grammatical aspects of Libras. It is suggested
that, in order to avoid the influence of grammatical teaching, it is necessary to approach the
linguistic contents of Libras in the subjects of Phonetics and Phonology, Morphosyntax,
Semantics and Pragmatics of Libras. In this way, the influence of traditional teaching is
avoided, leaving teachers more autonomous to develop communicative teaching. In addition,
the syllabuses of two Pedagogical Political Projects (PPCs) in 2014 and 2018 are analyzed,
making a general mapping of some DGs in Libras. It is noticed that there are two objectives in
the analyzed syllabuses: the communicative teaching of Libras and the teaching of grammatical
aspects of the language. DG teaching was not found. We prepared a syllabus proposal with a
focus on Dg in Libras, in which the teaching of grammar will be placed in other subjects of the
course. A sequence of questions on Pre-Comprehension, Comprehension, Post-Comprehension
and Visual and Signed Production in Libras was created. This thesis emphasizes that the
importance of Critical Literacy with DG in video recording is a way to break with the “dictatorship” of writing in Portuguese. Libras Communicative Teaching, from the perspective
of the CL, needs to value DG approaches in video recording in Libras.
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