Formação de pedagogos na perspectiva de egressos de um curso a distância

Abstract

In 2021, Law 14,191 was enacted, which inserts Bilingual Education for the Deaf into the Brazilian Law of Guidelines and Bases of National Education (LDB/96) as an independent teaching modality, also providing for bilingual teachers with adequate higher education training to work in basic education. The proposition of bilingual education for the deaf and its developments are still new phenomena in Brazil. It has only been about two decades since this new conception of deaf education has been considered in the universe of Brazilian public policies due to pressure from social movements and the growing production of research, especially in the areas of linguistics, applied linguistics, and education. Thus, this research aimed to analyze, from the perspective of graduates, the formative path offered by the distance Pedagogy course of the thirteen centers of the National Institute of Deaf Education (INES), which has an emphasis on deaf education, regarding the pedagogical project of the course and their experiences, identifying its limits and potentialities. The question that guided this research was: from the perspective of graduates, which aspects were indicated as significant for the professional training process within the scope of the distance Pedagogy course offered in the centers in partnership with INES? The methodology used fell under qualitative research, with a descriptive approach, using the analysis of questionnaires applied to the course graduates. The questionnaire was used to survey the perceptions of the graduates regarding their trajectory in the training course based on their experiences, as well as to allow the expression of feelings, opinions, and conceptions about the limits and potentialities perceived. Content analysis was the strategy used for data treatment, with the construction of analysis categories, based on the answers to the questionnaires. Regarding the theoretical framework of the research to conceptualize the term Pedagogy, we sought theoretical support from Libâneo (2017), the PCNs, Tardif (2017), and Saviani (2012), among others. We relied on the research of Moraes, Galasso, Januário, and Esdras (2018) in relation to graduates. To reflect on Deaf Education, we based ourselves on the research of Lacerda (1998), Quadros (2008), Skliar (2000), and Fernandes (1998). A pedagogy aimed at deaf education must be guided by their needs and potentialities, and sign language must indiscriminately be the language of this pedagogy. We observed that the analyzed course trains Pedagogues for Deaf Education, reaching multiculturalism, and visual pedagogy, but it does not cover the concept of bilingualism expected by the graduates. Thus, pedagogical training to work in deaf education is present, but it is not bilingual.