Perspectivas e desafios na formação de pedagogos bilíngues: um olhar crítico sobre a proposta e as ações.

Abstract

Teacher training for working with deaf students is a central issue in discussions about bilingual education and linguistic accessibility, particularly in the context of a Bilingual Pedagogy undergraduate program. The objective of this thesis is to critically analyze the structure and functioning of the Bilingual Pedagogy program at the Federal Institute of Education, Science, and Technology of Santa Catarina (IFSC), based on the program’s Pedagogical Project and the perceptions of administrators, professors, and students.The research adopts a qualitative approach, which included document analysis of the Pedagogical Project of the Course (PPC) and interviews with administrators, teachers, and students, aiming to understand their perspectives on the offered training, the challenges faced, and the pedagogical methodologies adopted. The results indicate that, although the course represents a significant advance in teacher training for bilingual education, there are still challenges that need to be addressed. The need for a better balance between theory and pedagogical practice, the provision of accessible materials in Brazilian Sign Language (Libras), and the expansion of the number of bilingual teachers fluent in Libras are highlighted. Another important issue discussed in the thesis is the need to strengthen the relationships between IFSC, municipalities, and the state. Despite the quality of the training offered by the institute, regional public and educational policies do not adequately recognize the role of the bilingual pedagogue or bilingual education for the deaf. Finally, while the course proposal is largely appropriate, some actions need to be implemented to improve the training of future teachers, particularly to meet the needs of deaf students. To this end, it is crucial that there is mobilization and advocacy from both the academic community and the deaf community, with the goal of ensuring bilingual education for the deaf as a formal mode of education, as established by current legislation.