ESTRATÉGIAS VISUAIS DE ENSINO PARA ESTUDANTES SURDOS: FORMAÇÃO CONTINUADA DE PROFESSORES NA ESCOLA REGULAR INCLUSIVA

Abstract

This research presents a theoretical study about the continuing education of teachers of deaf students, having as a proposal to act with this public in the regular inclusive school the visual pedagogy in which teachers and visuality assume roles of paramount importance for the understanding and development of deaf students. In the reflection on possible forms of teaching for deaf people, we seek to contemplate the following objective: to understand the possible contributions of visual pedagogy in the context of the continuing education of hearing teachers of deaf students. Among the specific objectives, the study seeks to analyze the theoretical frameworks of teacher education in the context of continuing education and inclusion, describe the concept of visual pedagogy within deaf studies and relate visual pedagogy to continuing education of teachers within deaf studies. The theoretical foundation for the research took place within the area of teacher education and deaf studies. Articles, dissertations and books were consulted in order to obtain the theoretical corpus necessary to support the research, researchers of continuing education of teachers in this study are based on Tardif (2014), Imbernón (2009) (2015), Gatti (2008), Pedro Demo (2021) exploring the conceptual part of continuing education and how it takes place in Brazil. Dealing with differences, hegemonic cultures and how they influence the relations between deaf and hearing people were investigated within the deaf studies, Strobel (2008), Perlin (1998) (2015), Quadros (2003), Pires and Santos (2020), Lacerda (2021), Skliar (2006), (2015), Campello (2008). To understand the concept of visual pedagogy that is found in deaf studies and its applicability we base the research on Campello (2008), Grützmann, Alves and Lebedeff (2020), Lacerda, Santos and Caetano (2021). This is a qualitative bibliographic research and content analysis of the speeches of teachers and deaf people contained in the documentary Deaf Culture: realities and challenges of the deaf in São Paulo by Jéssica Soler, from the year 2017. The methodological procedure adopted is Laurence Bardin's Content Analysis for the description and interpretation of the studies and the documentary. The research reinforced that the initial training of teachers is deficient in relation to the knowledge necessary to teach deaf students taking into account their specificities such as culture, forms of learning of the deaf and acquisition of a language - Libras in order to make them bilingual teachers. A proposal for continuing education that can be explored in the emergency situation that the teaching of these students is in is visual pedagogy. It is relevant for professionals who work with hearing and deaf students in the same room, in the development of inclusive visual teaching practices.