Resumo

PINHEIRO, Andrea Pestana; SENA, Lílian de Sousa  e  SERRA, Ilka Márcia Ribeiro de Souza. Hybrid teaching in deaf education during the pandemic: training challenges. Educ. Form. [online]. 2022, vol.7, e8312.  Epub 02-Dez-2022. ISSN 2448-3583.  https://doi.org/10.25053/redufor.v7.e8312.

The year of 2020 was very important to (re)think Education in Brazil, since it was the year when the educational community had to resignify itself in the face of the new challenges imposed by the Covid-19 pandemic, requiring training to train teachers in the so-called “new” teaching modality. In this sense, this work aims to make a cut of what happened and is happening in the academic environment after the pandemic was decreed. The research in question investigates, under the bias of qualitative analysis, using questionnaires, the main difficulties encountered by teachers from inclusive high school classrooms and professionals from multifunctional resource classrooms, in the learning process of deaf students, with the use of technologies and the real need to train these teachers in terms of hybrid teaching. The theoretical bases guiding this textual construct were: Giroto (2012), Moran (2015), Moreira (2020), and Quadros (2003). The results point to efforts in the context of teaching deaf students, as changes in educational paradigms have re-signified and are resignifying agents, modes/means, instruments, and educational purposes, in addition to pointing out the need for innovations in educational practices.

Palavras-chave : education of deaf; inclusive education; technologies; education training..

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