Ensino de português para surdos em salas de aula inclusivas: formação docente e possíveis reflexos metodológicos

Abstract

This article aimed to problematize the initial and continuing education in Brazilian Sign Language (Libras) of Portuguese language teachers who work in inclusive schools in the state network of São Luís do Maranhão. To this end, we articulated discussions about the training profile of teachers with scenes of their methodologies used in teaching Portuguese to deaf students. The theoretical basis is anchored in Lodi and Lacerda (2015), Gomes (2020), Faria-Nascimento et al., (2021), Silva and Seabra (2022), Paz and Ribeiro (2024), among others who contribute to the debate and address aspects of teacher training in relation to the education of the deaf. The methodology was based on Paiva (2019), focusing on a qualitative approach of an exploratory nature. The research participants were ten teachers of the Portuguese Language curricular component, who work in different schools. Data were generated by mens of the application of digital questionnaires, sent via access link to the participating teachers’ WhatsApp. The analyses were carried out using a mixed approach, which indicate that (i) Portuguese teachers did not receive adequate initial training in Libras during higher education; (ii) most teachers did not seek continued training in Libras, even though they teach deaf students; (iii) most teachers use methods that do not understand the teaching of Portuguese as a second language (L2) to deaf people. Based on the analyses, we realized that inclusive schools, as recognized fields of research, need to restructure their educational proposal for deaf people, so as to enable training focused on a social change in the conception of deaf students and sign language. Along this line, collaboration between professionals involved in deaf education and inclusive schools is vital for teaching Portuguese which is meaningful to the visual and cultural experiences of deaf people.