A formação do pedagogo e a prática bilíngue na educação de surdos na escola inclusiva.

Abstract

This paper aims to analyze the pedagogue formation and the relation of its knowledge for the acting in inclusive classes with deaf people at a public school located in Cajazeiras city, Paraíba. The research brings reflections on teacher education and the educational practices to attend the linguistic difference of the deaf person, considering a bilingual perspective. To do so, we seek to initially plan a historical view of education in the world, a formation of the educator in the face of the educational proposal in force at each time, to a constitution of the role of work in the current education in Brazil. Thus, we identify as skills and knowledge are requisites to develop inclusive practices. However, it is necessary to review some concepts and practices, so that as deaf children get included in the school environment. In a second moment, we conducted a field survey, collecting data, through an interview with a school manager and with teachers who work with the deaf student. We perceive, thusly, so many delays thatmakes difficult the learning of the deaf student, such as lack in teacher formation, attitudinal barriers, lack of materials, an absence of the support professional, as the interpreter of Libras, mediating communication and lack of knowledgge of the teacher on the development of Portuguese language as a second language for deaf people. Thus, we consider that the teacher seeks strategies to attend the linguistic diversity of the deaf person to promote a bilingual proposal for the deaf student at the schools. Thence, it is necessary to invest in the strategy discussion on the use of Libra and Portuguese Language, so that the educators would implement actions that favor the learning of the deaf person in inclusive classes.