Desafios do professor surdo no ensino remoto

Abstract

With the pandemic and the suspension of face-to-face activities, education needed to adapt to the new reality, so each educational institution sought ways to continue with their academic activities. Therefore, the objective of the research is to investigate the challenges faced by deaf teachers in emergency remote teaching at a public university and to identify the educational practices adopted during this period. The research was based on a qualitative exploratory method, commonly used for little explored areas and involves a bibliographic survey, interviews and a case study. As a data collection instrument, an online questionnaire was applied, with 26 mixed questions (open and closed) translated into Libras. Seven deaf professors aged between 30 and 51 years old participated in the study, all working in higher education. The collected data were distributed in three axes of analysis (a) Institutional support and work relations; (b) Challenges encountered during remote teaching, (c) Strategies used to overcome the challenges. The results indicate that the participants faced numerous challenges in their performance during the pandemic, not only imposed by the linguistic difference, but when considering aspects of social isolation, face-to-face interactions, so necessary for the deaf, became even more important. scarce, making teaching more complex. The unpreparedness to work remotely was imminent and added to the difficulty of accessing training contents, which are normally developed for hearing teachers and not for deaf teachers, as well as digital platforms and tools. Despite the challenges encountered, the teachers spared no effort to find teaching strategies that best suited their needs, in the quest to ensure the continuity of teaching. The study leads us to reflect on the quality of accessibility in virtual learning environments, and the level of access that deaf teachers have in terms of guidance and training by educational institutions.