Resumo

BOLZAN, Doris Pires Vargas  e  HAUTRIVE, Giovana Medianeira Fracari. Diversity and literacy: teachers’ learning at a school for the deaf. Contrapontos [online]. 2011, vol.11, n.03, pp.314-322. ISSN 1984-7114.

The purpose of this work is to discuss the processes engendered in the constitution of teaching practices of teachers working at a school for the deaf. The outline presented here is part of a qualitative-narrative study developed with literacy teachers of the State Education System of Santa Maria - Rio Grande do Sul, who work with deaf children. In this work, we consider the different paths that constitute the process of learning to be a teacher of the deaf, emphasizing the importance of recognizing the elements that inspire the commitment of these individuals to teaching practice in a context of diversity. The investigation carried out showed that the development of teaching practice in a context of diversity produces training characteristics that constitute modes of production of being a teacher. The demands and challenges faced in the context in which the teachers operate highlight the specific cultural characteristics of this reality. This process provides, for the teacher, the assumption of his or her status as a subject capable of moving with propriety in this diversity, and especially, his or her commitment to teaching in the context of a school for the deaf.

Palavras-chave : Teaching Learning; Diversity/Deafness; Literacy.

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