Resumo

RICHARTZ, Terezinha  e  OLIVEIRA, Thiago Lemes de. Continuing teacher education to include deaf student in higher education: experiences report. Rev. Diálogo Educ. [online]. 2021, vol.21, n.70, pp.1036-1052.  Epub 20-Abr-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.070.ds02.

In a diversified society and increasingly concerned with the human equity, it is up to the teacher constantly update his knowledge, and consequently didact reframing. This article aims to discuss the importance of continuing teacher education to include one deaf student in classroom space, in a Pedagogy course in the interior of Minas Gerais state, whilst presents the autobiographical genre to know the historical context of the student, in order to identify and develop methodologies that involve interaction and mediation. Aims, still, report the experience lived by all the people involved in the search for mediation alternatives, teaching, assessment, and finally, describe the adaptations developed to respect the linguistic singularity of the deaf student. From this perspective, the theoretical framework is based on authors such as Frison, Simão, Oliveira, Nacarato, Nóvoa and Foucault. The methodology used configures the experience report associated with the autobiography of a deaf student. As a result, it is observed that continuing teacher education linked is work together with teachers and interpreter of Libras was fundamental to understand the needs presented from the specificity of the deaf student, besides to sharing the practical actions and experiences of this participants during this process.

Palavras-chave : Continuing teacher education; Inclusion; Deaf student..

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