A importância da formação do professor para a educação de alunos surdos em uma cidade de estado do Ceará.

Abstract

Teacher training in the perspective of inclusion for deaf education is relevant because contributes aid in the teaching and learning process of the deaf student entering the regular school. This research is structured lightened by reflecting on the importance of offering teacher training to deal with deaf students so that they can use sign language as an instrument of communication and affirmation of the deaf person identity and, thus, offer an education for deaf people based on bilingual modality. Taking these aspects into account, laws that helped to build the theoretical framework were searched, such as the Decree No. 5,626 / 05, which regulates deaf people's access to education, as well as the Brazilian Federal Constitution (1988), Lei de Diretrizes e Bases da Educação (LDB) nº 9394/96, Plano Nacional de Educação (2014) as well as the a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (2008). From the legal bases and authors such as Skliar (2001), Strobel (2008), Novaes (2010), Slomsk (2010), Dorziat (2011), Lima (2011), Mantoan (1998) it was possible to realize the challenges faced by teachers from teacher education to the classroom, due to the lack of information and training that meets the students needs, and as a consequence, this insufficient training affects directly the deaf student process of teaching and learning, turning difficult even the interaction between him/her and the interpreter. We carried out a literature review and a field research with a qualitative approach. The locus of the research was the Municipal Department of Education of a city in the state of Ceará, a public agency directly responsible for the educational process in the city. A questionnaire was also applied to know if the city Municipal Department of Education offered to teachers training that provided support for teaching deaf students, the subjects of the research were the Secretary of Education and the formation coordinator. The research results revealed that, in this city, there is no offer of training for teachers focused on the deaf people education, which reflects, negatively, on the pedagogical practice of teachers regarding the schooling process of deaf students in schools.