O atendimento educacional especializado e a formação docente para a atuação junto ao estudante surdo

Abstract

Given the growing presence of deaf students in the school environment, this study sought to investigate the perceptions of teachers of the Specialized Educational Service (AEE, in its Portuguese initials) regarding their training to work with deaf students. We aim to know the level of in-depth training of AEE teachers in relation to Libras; identify the didactic pedagogical strategies known by the AEE teachers for mediation with deaf students and discuss the importance of the improvement and continuing education of AEE teachers to promote the effective inclusion of deaf students. The perceptions of the AEE teachers regarding the work with the deaf student and the gaps left in their teaching and learning were evidenced. The study sought to understand whether the rights guaranteed by legislation for students and teachers were being protected. Despite being a study related to a specific context, this text reflects qualitatively on the formative reality of many teachers in specialized education care, as it showed that our educators are not receiving the necessary support for their continuing education, which reflects on the teaching received by our students. As theoretical contributions that support this study, we cite, in addition to legal documents, Santiago (2011), Quadros (2008), Rebolo and Martins (2018), Lacerda, Santos and Caetano (2014), Vieira and Molina (2018) and others. To guide the methodological paths of this study, we chose a qualitative approach (Oliveira, 2018), guided by a bibliographical investigation (Gil, 2008), in which we highlight in our path the field research, guided by Marconi and Lakatos (2008). The empirical field of this study was a city located in the interior of Paraíba. The survey had two participants. The analysis of the results showed the relationship that the AEE teachers, research participants, have with Libras, their understanding of this language and the didactic-pedagogical instruments used in their practices as resources in teaching and learning for deaf students. The Study also revealed an extensive gap in the initial and continuing education of teachers in the area of inclusion of deaf people. Given the above, this work brings significant contributions to the area of educational inclusion of people with deafness, expanding information on the possibilities of their inclusion in school and emphasizing the need to strengthen the AEE aimed at pedagogical work directed at deaf people. Another contribution is the urgent theoretical and practical discussion on the issue of internalizing the continuing education of teachers in the area of deafness and Libras who perform pedagogical actions in the AEE.