SILVA, Rosalva Dias da; http://lattes.cnpq.br/9723515450347713; SILVA, Rosalva Dias da.
Abstract:
In this research we have analysed three versions of a university extension project which
was developed through a qualification course for deaf instructors. In this study, we have
attempted to know what is done in order to turn deaf instructors into teachers and what
strategies are offered in order to prepare them for the teaching profession. We have
aimed at identifying beliefs, notions and the competence which enable a deaf instructor to
set out as a professional teacher, as well as reflecting on the teaching concept embedded
in the educating activities done in the mentioned course. Thus, we have performed a
qualitative investigation through which we attempted to describe and interpret the setting,
the rules and the dynamics of a certain social group, composed of deaf instructors and
hearer-teachers (educators) in a qualification course classroom. In order to do this, we
have established a methodological route containing the following: a semi-structured
interview applied to the deaf instructors and the hearer-educators; the orienting
documents related to the project, in the three versions; the book Libras em Contexto
(Brazilian Sign Language in Context), used as a textbook during the qualification course;
the educators field diary containing the observations; and the activities (i.e. written
exercises, lesson plans, course plans, among others) catalogued according to the project.
The theoretical rationale used comprised the studies about beliefs, notions and
competence, all of which permeate the realm of studies regarding teacher education. The
theoretical rationale made it possible to understand the route taken by the educators
during the qualification course, as well as to perceive the influence of beliefs on the
strategies offered during the process of educating deaf instructors. The results of the
research pointed at the importance of the metalinguistic study of sign language, as a way
to move from the user condition to a specialist one, and the awareness towards reflecting
on the pedagogical action. Our conclusion pointed out the need to broaden the spaces for
deaf instructors education and their teaching, so that the deaf community can enjoy the
same excellent comprehensive education as other Brazilian communities do.