Resumo

KELMAN, Celeste Azulay  e  CASTRO, Mariana Gonçalves Ferreira de. CO-TEACHING AMONG TEACHER AND SIGN LANGUAGE INTERPRETER: a needed partnership in bilingual education for the deaf. Revista Teias [online]. 2023, vol.24, n.73, pp.172-184.  Epub 24-Ago-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.74131.

Discussing practices and challenges in contemporary times for inclusion in a bilingual approach for the deaf becomes necessary in knowledge production, if an equitable education is to guide the training and practice of teachers who receive deaf students in their classroom. Taking this into account, this article has the general objective of analyzing the guiding principles of inclusive and bilingual education for the deaf from the perspective of cultural-historical theory (VIGOTSKI, 1929, 1932/2001). As specific objectives, it proposes to conceptualize inclusive and bilingual education for the deaf and to demonstrate inclusive and bilingual pedagogical practices researched in two schools in the municipalities of Rio de Janeiro and Duque de Caxias. The conceptual basis embraces the historical-cultural theory, since, through it, the relationships that involve the development of human learning in a contextualized and socio-interactive way are understood (VIGOTSKI, 1929, 1932, 2001). The research has a qualitative methodology (BAUER, GASKELL, 2003), of the case study type (GIL, 2008). Data analysis was carried out from a microgenetic perspective (KELMAN, 2005). It was observed that the way in which teachers, translators and interpreters of Sign Language and Portuguese Language (TILSPs), deaf and hearing students mediate knowledge (KELMAN, 2015) has a positive influence on the teaching and learning of deaf students. Libras is the most suitable language for this mediation. Finally, we consider that co-teaching and working together with all actors in the educational space carried out in a dynamic, dialogical, and dialectical way results in more effective learning.

Palavras-chave : deaf education; co-teaching; inclusion.

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