Formação de professores para o ensino de libras da sala de recursos multifuncionais em Capanema/PA

Abstract

This study is part of the field of Special Education and Teacher Training and presents the results of the research entitled “Teacher Training for Teaching Libras in the Multifunctional Resources room in Capanema-Pa” that aimed to investigate and analyze teacher training who work with the teaching of Libras in this city. In order to achieve the proposed objectives, a bibliographic review was carried out on the literature and database of the Graduate Programs in Education (PPGED) of the Federal and State Universities of Pará that deal with the theme and documentary analysis, which permeate the work. The Methodology adopted for the construction of this work was based on a qualitative research, delimited in the bibliographic, documentary analysis and in the field research, having as locus the formative experiences of 5 teachers from public schools. The theoretical basis is based on studies with contributions by Damásio (2007), Perlin (2000), Esteves & Rodrigues (1993), Tardif (2010), Saviani (2010), Law nº 10.436, of April 24, 2002 (BRAZIL) , 2002), Decree nº 5.626, of December 22, 2005 (BRASIL, 2005) among others. Semi-structured interviews were used as data collection instruments. The data were organized into interpretative categories linked to teacher training in content analysis. The results found revealed that in the period from 2008 to 2018 the existence of governmental efforts and of the education secretariats for the implementation of public policies aimed at the training of teachers, especially those working in Special Education. However, these educational policies are permeated by dissatisfaction on the part of teachers. Initial training, still precarious with regard to issues such as: educational methodologies, lack of interpreter in the regular classroom; it does not prepare the teacher to assist the deaf student. Not giving Special Education teachers the opportunity to experience training capable of articulating initial training, continuing training and professionalization.