Training of deaf teachers in Rio Branco, Acre

carreer and challenges

Abstract

This paper presents a research on the training of deaf teachers in the municipality of Rio Branco, Acre,  from the perspective of deaf subjects (teachers). Specifically, we intend to describe the training trajectories of six research participants (three deaf men, and three  deaf women). The study is applied, empirical and with a qualitative approach. The objectives are of an analytical-descriptive nature, since we analyzed the speeches of the deaf participants regarding their training processes and the challenges they have faced.  The theoretical foundation was based on the studies of Mendes and Pereira (2017), Nóvoa (1995; 2019); Vilhalva (1994), Quadros and Stumpf (2014) and Stumpf and Linhares (2019).The results showed that the trajectory was permeated with struggles and efforts to overcome challenges, especially regarding communication. The lack of knowledge of Libras in training spaces is a barrier for the deaf, and inclusion is just an intention.  With this, we realize that there is still a lot to advance with regard to the training of deaf teachers in the state of Acre, but the paths are opening and the deaf teacher is, little by little, building his role in the education of the deaf, from of a consolidated formation in specific areas of Libras, in the formations in postgraduate level, in the approvals in public contests for the basic and superior teaching, in the presences in diverse social and political spaces, among others. In this way, we envisage a more humane, inclusive and bicultural formation, in which the deaf person finds space for the appreciation of his culture and the consolidation of his identity (human and professional).