Necessidades formativas do professor regente no atendimento ao aluno surdo em salas regulares

Abstract

This research aimed to identify the education needs of the teacher conducting the regular teaching network in a common class with deaf students. Law 10436/2002 and decree 5626/2005, regulated the deaf person's access to education and the guarantee of the Libras interpreter in the school setting, however the teaching responsibility rests with the conducting teacher. In view of the above, it was asked: in the school setting, in addition to the Libras interpreter, what is necessary for the teacher to achieve his teaching goals with these students? In order to answer the research objective and questioning, it was decided to develop a descriptive research with a qualitative approach. The data were obtained through a semi-structured questionnaire and interview. Thus, the education needs of the regular teacher conducting the regular class in assisting the deaf student were identified, evidencing that the majority of the participating teachers do not feel prepared to attend the deaf student, pointing to the continuing education through public policies as a accurate education teacher education to better understand the specificities of the deaf student, re-signify the practice and, consequently, better attendance to this student. The main challenges faced by teachers in teaching deaf students are the linguistic difference, communication difficulties, lack of interpreter, lack of basic education for this service, more time for planning different activities and overcrowded rooms. As positive experiences with teaching deaf students, we found the use of concrete material, practical and experimental activities based on visual and playfulness, the possibility of teaching signs in Libras to classmates of deaf students, and constant contact with the Libras interpreter in the search for teaching strategies appropriate to the deaf student. We believe that the research on screen can raise new dialogues about the urgency of teacher education policies that meet the education needs of teachers of deaf students, favoring an effective process of including these students from the perspective of education and inclusive schools.