Educação de surdos e a (d)eficiência na formação de professores

Abstract

This study aims at understanding how the inclusion of the Deaf student in the regular school has occurred and at analyzinghow the teacher training process destined for teachers-to-be, who will work with Deaf students, occurred in the city of Jataí/GO. In order to consolidate the objectives of this work, we adopted the qualitative research approach, more specifically the case study method. The observation of Science lessons of two public schools in Jataí; the analysis of the course description of the discipline LIBRAS of the Biological Sciences, Physics and Chemistry courses of the Federal University of Goiás, as well as of the Physics course of the Federal Institute of Education, Science and Technology of Goiás, Campus Jataí; and the analysis of the questionnaire applied to the participants of the final product constitutedthe data collection instruments. The results show that Deaf students have been included in the regular system of teaching, but that the school is unprepared to receive them andto attend their specificities; that, although there are legislations that guarantee the full inclusion of the Deaf student in the regular school, it is evident that the inclusive school presented in documentation, certainly does not reflect the reality of the vast majority of these schools. We also notice, from the reading of the course descriptions, that the focus of the discipline LIBRAS in the courses destined for teachers-to-be is the teaching of lexicons, in which the objective is the teaching of the structure of the language; that there are differences as to the hourly load offered by each institution; that the course descriptions lack knowledge about methodological approaches that allow the teachers-to-be to know their Deaf students andto know their educational specificities; that they lack knowledge of the rights of the Deaf people, of their culture and identity; and that they lack appropriate methodologies, materials that contemplate the Deaf students’ visual, and alternative forms of evaluation and teaching processes capable of enhancing their learning. Reflecting on these issues and in order to soften them, we proposeda methodological intervention through a 40-hour extension course entitled: Rethinking the education of the Deaf student: reflections on pedagogical practices, with the purpose of collaborating with the continuing education of teachers. This course aimed at guiding the teachers concerning the cultural, linguistic and pedagogical specificities of the Deaf subjects. We conclude that,even if the discipline of LIBRAS does not solve all the problems, and even if it alone, often, is not sufficient to meet the needs of teacher trainings, its importance in the curriculum of undergraduate courses for teachers-to-be is unquestionable, since it permits them to discuss the education of the Deaf student, and, thus, to minimize the educational barriers that the inclusion of this student in the regular school involves.