(Per)cursos na formação de professores de surdos capixabas: constituição da educação bilíngue no estado do Espírito Santo.

• Autor(a) principal: Vieira-Machado, Lucyenne Matos da Costa
• Data de Publicação: 2012
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/2149
• topic: Bilingual education; Teacher’s training for tutoring deaf students; Experience; Counter-conduct; Bilingual practices; Práticas bilíngues; Contraconduta; Formação de professores de surdos; Educação; Surdos - Educação; Língua de sinais; Experiência; Educação bilíngue - Espírito Santo; Professores - Formação; 37

This thesis discusses the knowledge, practices and experiences that permeate the formation of teachers for deaf students, including the constitution of the concept of bilingual education, in which does not happen linearly once it is a notion created from the practices and experiences of these individuals. In this way, this work aims to understand how the teachers become teachers for deaf people with the knowledge acquired from their previous experience as well as with the knowledge considered academic. The specific objectives of this thesis are: a)describing the historical process that constitutes the formation of teachers for deaf students; b) connecting the historical process and discourses developed in the classical training courses; c) discussing how the bilingual practices constitute their own concept; d) analyzing through the teachers’ narrative how the initial and continuing training transform them into teachers of deaf students, as well as the way this training constitutes the bilingual practices. Due to the fact that the deaf education in this country has been living in fluid moments, in which the training of educational professionals goes toward undetermined routes, it has created possibilities that sometimes are not the ones that would fit a proper bilingual education. This work had Michel Foucault as the theoretical basis which brought the possibility to discuss different ways of forming the constitution and subjectivity of teachers of deaf students and how the attitude and the counter-conduct model the bilingual education. Throughout this work the deaf movement was analyzed as a place of dialogue, struggle and possibilities of constitution concerning this concept. As the working methodology, it was used the narratives of teachers who work with deaf people and these narratives were organized and displayed as a network of conversations that made possible a series of actions: analysis of the curricula of teacher’s training for tutoring deaf students throughout history, the history of the deaf movements in Brazil and in the world and the formations from the bilingual education perspective. In this thesis, in order to discuss the narratives, the text “The Storyteller” by Walter Benjamin was used as a referenced. The present work was also written in a possibly essayist style, which dialogues with Larrosa. As the result, it is noticed that there are still serious misunderstanding when the functions of new professionals that appear in this process are mixed: the 12 interpreter of sign language and the bilingual teacher. In addition, it was presented through the teachers’ narratives the different paths in their formation and how these trajectories trace discourses that are from religious to scientific ones. Finally, this thesis is concluded by presenting possibilities of training, without role models, but indicating principles that choose to train teachers in a perspective that deaf people are actually protagonists in the process of bilingual education as they have been looking for it, in a school where they have access to an education of quality, in which, their language is the language of their instruction.