Formação continuada de docentes em estratégias didáticas para a inclusão de estudantes surdos no processo ensino-aprendizagem na educação profissional e tecnológica

Abstract

The inclusion of deaf students in Professional and Technological Education (EPT) is a relatively new phenomenon and requires a series of actions aimed at breaking down barriers that still exist in the didactic-pedagogical sphere. The general objective of this dissertation was to promote the continued training of teachers with a focus on teaching strategies as possibilities for inclusion in the teaching-learning process of deaf students in professional and technological education. The research has the following specific objectives: to understand the teaching-learning process of deaf students, with an emphasis on the students' potentialities and teaching difficulties; discuss the adoption of educational technologies and active methodologies as teaching strategies for the inclusion of deaf students in Ifac; and, finally, build a proposal for a continuing teacher training course as an educational product, guided by theoretical reflections and practical suggestions for methodological strategies aimed at the inclusion of deaf students in the context of EPT. Therefore, this dissertation is organized into two articles. The first, entitled “Inclusion of deaf students in Professional and Technological Education: challenges, possibilities and pedagogical strategies”, is based on indirect research, using literature review techniques, and identifies the potentialities and difficulties of the teaching-learning process for deaf students; presents educational technologies and active methodologies as potential teaching strategies for the inclusion of deaf students in EPT. The second article, with the title “Continued teacher training at EPT: a proposal centered on teaching strategies for the inclusion of deaf students”, presents the results of the field research stage, which had a methodological contribution based on a qualitative approach, of an applied nature and exploratory objective, with participatory research being the procedural method used. Questionnaires were applied to teachers and translators and interpreters in Libras and Portuguese (Tilsp) of the Federal Institute of Acre (Ifac), Rio Branco Campus, whose data were systematized and analyzed using thematic analysis techniques, aiming to identify the inclusion process of deaf students on campus and the demands for continued training in special education, as well as describing the process of development and evaluation, by a panel of experts, of a proposal for continued training with a focus on methodological practices aimed at the inclusion of deaf students in context of EPT. The theoretical references and empirical data supported the structuring of a proposal for continued training for Ifac teachers as an Educational Product (PE), developed in two versions: the first organized in a virtual learning environment (Ifac Moodle), and the second available in PDF digital file for study. Both proposals provide for hybrid teaching, with online and in-person study activities. It was concluded that this research offers a valuable contribution to the field of inclusion of deaf students that not only identifies challenges and opportunities, but proposes practical solutions, through the development of a comprehensive Educational Product (EP). It is hoped that the results of this study will inspire and guide future initiatives towards more inclusive and accessible education for all.