Levantamento e análise das propostas político pedagógicas dos cursos de pedagogia bilíngue

Abstract

This research aimed to identify and analyze the proposals for pedagogical projects of Bilingual Pedagogy Courses offered in Brazil, in order to identify the professional expected to work in the school environment and the types of work space made possible by the training . The research is characterized as a qualitative descriptive document, making use of search resources on websites, documents and bibliographic survey. In our country there are three courses: at the National Institute of Education for the Deaf (INES), at the Federal Institute of Goiás – Aparecida de Goiânia Campus and at the Federal Institute of Education, Science and Technology of Santa Catarina – Palhoça Campus. From the reading and analysis of the Pedagogical Political Projects, it was possible to identify some relevant points, such as the priority for the admission of deaf people in some courses, as well as the offer of proof in Libras, and the type of training, broader or restricted depending on the course. The results indicate the need for broader discussions about the desired professional, giving space to the deaf subject so that he can be an educator with his peers. We hope, with this study, to contribute to discussions in the area and promote reflection on investments in courses such as these.