Resumo

SOARES, Raquel Schwenck de Mello Vianna et al. Portuguese Language Teachers’ Education on the Perspective of Education of the Deaf. Rev. bras. educ. espec. [online]. 2021, vol.27, e0004.  Epub 15-Jun-2021. ISSN 1980-5470.  https://doi.org/10.1590/1980-54702021v27e0004.

The difficulties of the deaf in written Portuguese and of the teacher in teaching, added to the scarcity of research in the area, make the revision of strategies in the process of teacher training relevant. This is a qualitative and quantitative research with 16 teachers from the last years of Elementary and High School of Portuguese language in the public-school network who worked with deaf students at some point in their teaching experience. Eight teachers from Inclusive Education and eight from a Bilingual School for the Deaf were selected. NVivo10 software was used for data analysis. In the initial training, the teachers did not have contact with Sign Language or specific methodological strategies for teaching the Deaf. In continuing education, the most effective teaching was that of other, more experienced teachers. There is a dichotomy between teachers from inclusive schools and those from the bilingual school for the deaf, where the former use the Brazilian Sign Language as an accessory language for the teaching of written Portuguese, whereas teachers in the bilingual school use it as the language of instruction with the use of metalanguage. Regarding the conceptions, the teachers suggested some training practices to work with the Deaf audience. Therefore, it is essential to invest in inclusive and bilingual schools that serve deaf students, as well as in the continued training of teachers, proposing study groups with the entire pedagogical team as part of the training process.

Palavras-chave : Teacher Training; Portuguese Language; Deaf Education; Brazilian Sign Language.

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