Training deaf students for teaching in the initial grades of basic education: what university teachers say

Abstract

This article analyzed the discourses of teachers regarding the initial training and qualification of deaf university students for teaching, in the early grades of basic education. The research involved teachers from the Pedagogy program at a private college. Using a qualitative methodological approach, data were produced through a questionnaire and a semi-structured interview script. In the light of the studies of meaning framework, the results revealed a lack pedagogical practices regarding curriculum flexibility for the training of deaf university students, in the course in question. When asked whether deaf university students could take on a regular classroom at the end of their training, there were ableist regarding the requirement of an interpreter for the schooling of non-deaf children. Therefore, subverting the materiality of logic, in this case, was considered a promising approach to understand that this condition is not restricted to certain bodies, subjects, and/or groups, but extends primarily to all those who wish to work in the early grades of Basic Education from an inclusive perspective. inclusive perspective.