Characterization of teachers who work with deaf students in municipal schools in the interior of São Paulo

Abstract

Based on the legal assumptions that condition the construction of a curricular proposal in which Libras is the language of instruction, the debates and efforts of the deaf have generated achievements. Thus, the present research aimed to identify and map the profile of training, experience and needs of teachers of deaf students who work in Early Childhood Education, the initial years of Elementary School and Special Education teachers who work in Specialized Educational Services. Thus, an exploratory-descriptive research was carried out, using a questionnaire, to map and characterize the teachers of deaf students from a city in the interior of the state of São Paulo, who work in Early Childhood Education, the initial years of Elementary School and in Specialized Educational Services. The data analysis was performed through content analysis. As a result, it was possible to verify the training of the teachers who teach deaf students in the city, observing the scarcity of training in the area of ​​deafness and hearing impairment, pointing out the need for proposals in continuing education, specific pedagogical strategies, as well as a deeper understanding of the teaching of the deaf. It is concluded that there is a need for continuing education in the area of ​​deafness, both for AEE and Regular Education teachers. And, checking the laws and the regulations of the Pedagogy course, one can see the direction towards the formation of inclusive practices that consider bilingualism as a pedagogical proposal that meets the needs of the deaf person.