KNOWLEDGE RELEVANT FOR AN INCLUSIVE PRACTICE: THE BRAZILIAN AND SIGN LANGUAGE TEACHER TRAINING

Abstract

This bibliographic essay - analytical nature aims to highlight the education of the deaf from a historical view, addressing teacher education from the perspective of Inclusive Education, as well as analyze the progress and challenges of the Training Course for Teachers in Sterling city ​​Parauapebas, southeast Pará and how this contributes to the process of educational inclusion in the municipality. We propose a discussion on the politics of inclusion in regular schools, the implementation of multi-functional resources in the provision and strengthening of specialized education and how the acquisition of sign language reflects the creation of new learning strategies in the context of the classroom. We used qualitative descriptive methodology reflecting to some authors, for this we analyzed data from questionnaires and interviews. We hope that this production could incite old and new discussions regarding the education of the deaf and the training of teachers with inclusive actions.