Avaliar e intervir: as dificuldades do ensino e aprendizagem.

Abstract

This work is entitled Training of teachers for the education of the deaf: challenges and possibilities. The theme was chosen because it is an issue that has gained visibility in many countries, in Brazil this theme gained strength with Decree 5.626 of December 22, 2005, which regulates Law 10.436 / 2002. The objective of this work was to carry out research about the formation of teachers for the education of the deaf, highlighting pedagogical practices as a possibility to improve the inclusion of deaf students in the teaching and learning process. The research was carried out with three teachers who are working in a regular classroom of the public network of the municipality of Mamanguape, and with a teacher who has a prominent trajectory in the area of education of the deaf. The methodology used in this study was based on qualitative research theories, we used as a data collection instrument the semi-structured interview. We used as theoretical contribution the studies of Lacerda (1998), Perlin (2010), Skliar (2010), Strobel (2006). (1997), and the Decree 5626 of December of 2005, Lakatos (2003), Miguel (2010) and Minayo (1994). The results of the research point to the importance of taking the teachers' discourses regarding the challenges for the education of the deaf in order to promote greater information spaces that highlight the importance of teacher training as a possibility for the construction of pedagogical practices capable of Development of the learning of the deaf person.