Formação e atuação de professores de surdos no Ensino Fundamental I em escolas municipais de Sorocaba

Abstract

The present research aims to investigate the professional development and performance of teachers in regular classrooms working with deaf students in the public elementary schools of Sorocaba County. The specific objectives encompass: identifying the number of regular teachers working with deaf students in municipal schools and, based on this information, conducting a questionnaire to understand the challenges faced by these teachers in this locality; characterizing the professional and academic profile of these educators; as well as understanding, through the teachers' accounts, how they perceive their professional development and performance, including the strategies employed, needs, and challenges of teaching deaf students in the public elementary schools. For this purpose, an online form was administered to regular teachers, involving 25 participants, and semi-structured interviews were conducted with four teachers. In general terms, the data obtained from the forms and interviews were similar, indicating the necessity and pursuit of continuous education to work effectively with deaf students. The challenges in their performance involve various aspects, notably the mastery of Brazilian Sign Language (Libras, Língua Brasileira de Sinais, em Português) and communication with deaf students, aiming to meet their specific needs. The teachers strive to overcome these difficulties, either with the assistance of interpreters and other specialized professionals or through individual strategies. The resources and strategies used in pedagogical action with these students are diverse, including information exchange and support from specialist colleagues. The needs for inclusion encompass areas such as teacher professional development, structural conditions, and working conditions in schools, as well as the participation and support of families in the work carried out with deaf students. The importance of prioritizing the professional development of teachers to work with deaf students in the early years is discussed because inclusive education is a fundamental right for all children, regardless of their abilities and needs. However, there is a consideration for the need to implement public policies that ensure ongoing professional development, meeting these principles while considering the formative demands and teaching work conditions in the current reality.