The present dissertation reflects the continuation of researches interested in understanding the
relationship difficulties between deaf and hearing cultures. These difficulties, observed not only
throughout the history of education, but throughout the history of the deaf. It is notorious the
segregation of the deaf living in small communities, in the most varied spaces of socialization.
In this sense, the research in question set out to investigate qualitatively what are the
contributions that the mandatory teaching of Brazilian Sign Language in different degree
courses has been bringing to the reduction or perhaps even a possible elimination of barriers
that prevent the full coexistence between these two groups: deaf and hearing. To this end, we
present in the text a review of the main theorists related to the education of the deaf, culture and
deaf identity and sign language such as Quadros (2013), Perlin (2003) and Felipe (2001). We
also contextualize here some aspects of Libras teaching to listeners, especially in teacher
training courses, we characterize the courses researched at the Arraias and Porto Nacional
campuses, at UFT - Federal University of Tocantins and, finalize the dissertation, we present
the methodology research and the analysis of the results found, which showed us difficulties in
learning Libras due to the lack of conversation practice during classes, the insufficient amount
of class hours to study the discipline and the absence of specific methodology for its teaching .
These results revealed an incomplete ability of the future teacher to use sign language to better
serve a student with deafness.
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