Educação intercultural bilíngue para surdos: formação do professor para um ensino culturalmente sensível/relevante

Abstract

A pedagogical situation differentiated with respect to deaf students should consider importance of development of school practices, providing decrease of barriers for language, culture and other barriers less visible that occur to day by day, among listener teachers and deaf students. Thus, issues about teaching bilingual education process for deafness, especially to teaching to Portuguese writing; it is not simple and requires theoretical depth and practice skills, with constant reflection. Following this perspective, education of deaf students could become more sensitive, more importantly, considering more visual modes of students, and also, it is be present in pedagogical contexts socio political and cultural demands, as described by Bortoni-Ricardo (2003), Ladson-Billings in interview to Gandin et. alii (2002). In Brazil, bilingual education for deaf students has been assumed currently. The Federal Decree N º 5626/2005 is recognition of struggle of deaf communities, and advocates that bilingual schools shall teach Libras (Brazilian language of signs) and Portuguese writing, as instruction languages, used to whole development of educational process. These achievements obtained to bilingual education, become unproductive without qualification of teachers to specific issues of deafness. The present study searched, through development of extension project, point some demands, suggestions and proposals for theoretical and practical training for teachers of deaf students, without falling into tendency of models established on deafness education.