Formação de professores de português para surdos: entre o ideal, o real e o possível

Abstract

In this paper, we draw an exploratory analysis of the current framework of the training of teachers of Portuguese as a Second Language (PL2) to deaf people. Since the approval of the Libras (Brazilian Sign Language) Law, some linguistic policies toward the users of this language have been implemented. Among these policies there are those which are intended to the implementation of a Bilingual Education – which consider Libras as the first language of the Brazilian deaf and that they have the right to a PL2 teaching. However, the access of this group to a Portuguese education still faces many challenges, which become more complex within the framework of educational inclusion. Accordingly, we discuss some issues: What is the profile of PL2 teachers of deaf students? What kind of training has been offered to these professionals? Which skills are required for that job? In order to reflect on these questions, we refer to the studies on language policies for the deaf, teaching PL2 and teaching PL2 for deaf students, and teacher training. The methodology adopted was (i) the analysis of the content of laws and other normative texts; (ii) the application of a questionnaire to federal higher education institutions; and (iii) we also applied a questionnaire and interviewed some Portuguese teachers. Data analysis showed that, despite the official recognition of the bilingual education for the deaf, the training of PL2 teachers still faces several challenges regarding (i) to use Libras as the language of instruction; and (ii) to teach of PL2 for deaf people