"Não estou sendo formada para isso: surdez na escola regular sob a voz do professor de língua inglesa em formação

Abstract

The Brazilian public education system was recently modified with legislation principles which advocate inclusive education. Our attention was drawn especially to the situation of deaf students or with hearing impairment, the inclusion of whom collides with a language barrier, due to the lack of understanding of the Brazilian Sign Language – LIBRAS by the hearing society. For the deaf community, sign language is essential to the creation of identity; in addition, it is completely independent of the Portuguese language, and the appropriate means in order to have access to knowledge. We wonder in what ways interactions of deaf students in the classroom are portrayed by English language beginning teachers, how English language teachers are represented / understood by beginning teachers and how the novice teacher connects their graduation knowledge to inclusive practice. Through questionnaires given to six undergraduate students of English involved with PIBID and/or performing the obligatory internship, I seek to understand how teachers-to-be perceive this reality and formulate the pedagogical know-how of inclusive teaching for deaf students, based on the notion of professional genre (CLOT and FAÏTA, 2000 apud SOUZA-E-Silva, 2005). The qualitative analysis of the data shows that inclusive teacher's work is still in development, and that student-teachers may play a central role in the construction of this new knowledge.