Formação de professores surdos: memória e narrativas de práticas na docência

Abstract

Despite the fact that university level education for Deaf people has become a reality, many of them are still unable to work in the area of knowledge in which they have graduated. We sought to investigate the formative paths, the constitution of Deaf teachers’ teaching throughout history up to the present day and what place teachers occupy in the educational scenario. This thesis has as a general objective analyze the formative paths and the life history of some Deaf teachers, observing how they work in the area in which they have graduated. The specific objectives are: a) Research the area of activity and spaces occupied by Deaf teachers in teaching subjects and school content in bilingual education institutions; (b) Analyze the academic training and teaching knowledge of the Deaf participating teachers and (c) Research their professional trajectories, bringing concepts and gaps about the training process that may emerge from the stories brought in the video narratives. The theoretical basis of the research is a historical-cultural approach, focusing on discourses that show the relationships between language, language and ideology; on reflections about teacher formation (Tardif, 2010; Nóvoa, 2018, 2017, 2011, 1997) and performance of Deaf teachers; from the perspective of critical and intercultural multiculturalism in bilingual education (Kelman, 2015; Walsh, 2021, 2012, 2009; Ivenicki, 2018). To construct the data, a qualitative approach methodology was used. Instruments used were 215 questionnaires answered by Google Forms, through selection and detailing of twelve of the forms received from the teachers and the interlibrist vídeo narratives (neologism between interview in Libras) with 10 (ten) Deaf participants, which were transcribed and translated into written in Portuguese. Content analysis was applied to form and describe the ten possible categories that involve the results of this thesis (Bardin, 2016). Through this research, gaps were found in continuing education and plural/intercultural education; the lack of awareness and greater efforts on the part of educational institutions to implement educational/linguistic policies and the difficulties in the employability of Deaf teachers in other disciplines and areas of knowledge, so that interculturality and access to quality education for deaf students can be made viable, considering their linguistic and educational uniqueness, subsidized by Law number 14.191/2021, which includes it as a teaching modality in Guidelines and Bases of Nacional Education/1996.