VIEIRA, Maria Luana Araújo.
Resumo:
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.