Limites e contribuições da Formação de professores para o ensino de português como segunda língua para surdos

Abstract

This work regards an integrant research of the Professional Master's degree Program in Arts/Literature - ProfLetras and aims to assess the limits and contributions of continual teacher training to improve and/or change teachers' practice in Portuguese teaching for the deaf, in an inclusive context. It is a qualitative study of interpretative nature, by offering a continual education teachers course, having examined the student speech before, during and after the training, intending to identify which improves their formation and which can not be improved, in the view ofteacher students. To conduct the research, we are based on Applied Linguistics theories and on principles of teaching of Portuguese as a Second Language and Teacher Education as main theoretical perspectives. We hope to highlight the problems experienced by Portuguese teachers with the deaf, in the context of inclusive schools and contribute in some way to the improvement of public policies for teacher education. The research has shown that, despite the defense of a speech of an inclusive and bilingual education adopted by government policies, there are few teachers who know about the linguistic, methodological, curricular, social and cultural singularities of the deaf community. Continual teacher training itself is not enough to guarantee a real bilingual education, tending to the literacy, due to structural and philosophical issues which exceed the teaching and the threshold training. However, although the teacher training cannot solve everything, it certainly contributes significantly to change and/or improve the pedagogical practice. It is urgent, therefore, the implementation of public policies on training, both initial and continual, grounded in literacy, in political-social engagement and in pedagogy of otherness to attend the current social context, based on differences.