Os desafios do ensino bilíngue para surdos no campo da docência

Abstract

This article presents the results of a study conducted as part of a Lato Sensu postgraduate program in Special Education at the Faculty of Education (FACEd) of the Federal University of Uberlândia (UFU). The study aims to discuss the challenges faced by teachers in bilingual education for deaf students. The objective of this research was to investigate the limitations encountered by teachers who work with deaf learners and how the lack of qualified professionals may compromise the learning process of deaf students. The research is characterized as qualitative and bibliographic, based on an analysis of existing theoretical literature on the subject. The results indicate that the main challenges faced by these professionals include the lack of training in Brazilian Sign Language (Libras) and bilingual methodologies, inadequate teaching materials, prejudice against Libras as a language of instruction, limited family involvement in the school life of deaf students, and the absence of inclusive technologies. To overcome these challenges, continuous teacher training, the hiring of deaf teachers, the production of contextualized bilingual materials, the recognition of Libras as the first language (L1) of deaf students, effective family participation, and the incorporation of accessible technologies in the classroom are essential.