O docente surdo na educação superior: significações sobre ser professor

Abstract

The main purpose of this dissertation was to apprehend the meanings of deaf university teachers about “being a teacher in a Higher Education”. As specific purposes, we had: a) to analyze the personal trajectory, especially the experiences related to his/her educational process; and, b) analyze the requirements to be a teacher in Higher Education according to themselves. The research was guided by the theoretical and methodological basis of Socio-historical Psychology (SHP), especially in Vigotski, which, in turn, is marked by the Historical and Dialectical Materialism (MHD) of Marx and Engels. The instrument used for the production of the data was the semi-structured interview, captured on video, and for the analysis of the data the Core of Meaning were used, which in our syntheses we generated and organized in two cores . Namely: Oralization, repetition and cheat: singularity and universality in the stories of the deaf; and, “Then I thought, they are deaf and are giving these talks. So, I can do it too! ”: Needs, reasons about being a teacher. We also analyzed the data in what we call the dialogic sequence and titled the chapter “He/she needs to know how to transmit the content. Understand that the learning is a process”: Deaf teachers' meanings about being a teacher in Higher Education. The analysis indicated that these subjects were constituted as teachers by family inspiration and / or needs of better insertion in the job market, responding to the policies of supporting the training of Brazilian Sign Language teachers in a specific graduation. They reflected that they did not think about being teachers, althgough they considered the opportunity of an entrance exam, as well undergraduate course with communicational accessibility. Besides this, they pondered about the possibilities of a profession to be promising. In related to teaching, the interviewees considered that to be a teacher in Higher Education, it is necessary to always be up to date with their knowledge. There was also the primacy of technical knowledge over pedagogical knowledge. One of the main points of reflection is related to the education of / for the deaf that must be strengthened so that they choose teaching, aware of the choice they are making and that they are teachers committed to a transformative education.