Formação de instrutores: uma experiência que prepara surdos para a docência.

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.