Formação docente sob o olhar dos formadores do curso de Licenciatura em Pedagogia Bilíngue: libras/português no IFG - Câmpus Aparecida de Goiânia

Abstract

This research analyzes the conception of bilingual education and teaching evidenced in the Bachelor's degree course in Bilingual Pedagogy with Libras/Portuguese offered in Professional and Technological Education (EPT) at IFG - Campus Aparecida de Goiânia. It is a qualitative research in education, with an exploratory approach, which used bibliographic research based on authors Campello and Rezende (2014), Perlin (2003), Perlin and Reis (2012), Poker, Fernandes and Colantonio (2016), Quadros (2006, 2007, 2009, 2014, 2019), Skliar (1998, 2005), Strobel (2008, 2009), Souza et al. (2020), Araújo (2008), Libâneo (2002, 2004), Mantoan (2003), Oliveira and Silva (2015), Gatti (2008), Paula Junior (2012), Mészáros (2008), Manacorda (2007), Saviani (1989, 1997, 2019), Duarte (2001) and Duarte and Saviani (2021), as well as document analysis based on the Institutional Development Plan-PDI (2016-2022, 2019-2023), Institutional Pedagogical Political Project-PPPI (2018) and Pedagogical

Project of the Bachelor's degree course in Bilingual Pedagogy: Libras/Portuguese- PPC (2018). Semi-structured interviews were also conducted with teachers who

worked in the Bilingual Pedagogy course in 2022. Regarding the results, they indicate that the pedagogical proposal of the course is configured as an inclusive modality of education for all students based on the guiding documents PDI, PPP and PPC, allied with the educational practice of the trainers. It was found that teachers conceive bilingual education for the deaf as a specific modality that transcends inclusive education because it is a human formation that respects the culture, identity, and language of the deaf people. In this bilingual formative process, this professional needs didactic, methodological, and communicational conditions to teach everyone through educational processes and knowledge necessary and inherent to their function. However, according to the teachers, continuous education in bilingual education is required as a requirement, even to enter this area as a trainer. They are challenged to overcome the harsh reality due to the wide teaching workload and forced to work at different levels and modalities of education. There is also a need to strengthen and articulate public policies for teacher training, as well as the implementation of institutional policies aimed at ensuring a teacher training journey allied to the bilingual course proposal in a critical and dialectical way. Thus, the educational product, through the bilingual V-book, can contribute to deaf subjects having access to information and course promotion through their first language, Libras, as a way to promote accessibility in communication and information as a factor of educational inclusion, being a right of the deaf subject to exercise citizenship.