A constituição da educação bilíngue em uma prática na bidocência e o desenvolvimento profissional docente.

Abstract

This master thesis is about a research with the objective of investigating the formation of bilingual education for the deaf in the collaborative teaching practice and its role in the development of teaching professionals. For that purpose, a case study concerning collaborative teaching was performed in a school for the deaf in Rio Grande do Sul. By visiting the school, observing lessons and interviewing the pedagogical coordinator, the deaf teacher and the hearing teachers that carried out the collaborative teaching practice, I have established a crossover between these materials, in accordance with the theoretical framework that is based on the Deaf Studies field of knowledge and in authors that topicalize the qualification and the teaching work. Within the theoretical framework, I have conducted my analysis, establishing categories, such as: (a) ‘a pirori’ – with the aspects I have dedicated to investigate in the first stages of this research, and (b) ‘emerging’ – those that have arisen throughout the research. From the analysis and discussion of research data I have presented the prevalence of the understanding that bilingual education for the deaf includes Libras as first language and Portuguese as a second language in written modality. However, bilingual education should not be limited to linguistic concerns - other elements have shown strength, such as the presence of the deaf teacher as a role model to other hearing teachers, bringing together references like language, activism, the deaf culture and teaching strategies to deaf children; - the teaching methodologies, especially the visual experience. The collaborative teaching, in the school where the research has taken place, presents itself as a way of articulating potential strategies for bilingual education for the deaf, for sharing experiences between the teachers - deaf and hearing - to the implementation of new practices that present themselves as a differentiation in curriculum and that include both languages involved, putting them to evidence. Such practices are striking elements in the development of teaching professionals, that is intensified by the exchange of experience between the beginner teacher and the more experienced one, as well as in the relationship with the developed activities, for they involve learning process for the docent and extends itself, non systematically to the other teachers in the school. This exchange of knowledge constitutes a mutual support between these professionals, which has a relevant role to the development of the teaching professionals – more specifically of the teachers involved in such practices.