POLÍTICAS PÚBLICAS DE FORMAÇÃO DO PROFESSOR BILÍNGUE LIBRAS/ PORTUGUÊS NO BRASIL: AS ESPECIFICIDADES DO PROCESSO FORMATIVO DO PEDAGOGO BILÍNGUE NO IFG PARA ALÉM DA EDUCAÇÃO INCLUSIVA

Abstract

This article presents the results of a theoretical and documentary research with an exploratory approach, reflecting on the formative process of teachers from the perspective of bilingual education beyond inclusive education. The analysis focuses on the conception of teaching and bilingual education evident in the Bilingual Pedagogy (Libras/Portuguese) degree course offered in Professional and Technological Education (EPT) at IFG - Campus Aparecida de Goiânia. The theoretical framework draws from the works of authors such as Perlin and Strobel (2009), Quadros (1997, 2004, 2005, 2019), Skliar (1997, 1998, 1999, 2005), Libâneo (2002, 2004), Mantoan (2003), Garcia (2012), Saviani (2019), Duarte (2001), among others. The study employed a documentary analysis of the Pedagogical Project of the Bilingual Pedagogy (Libras/Portuguese) course - PPC (2018). Additionally, semi-structured interviews were conducted with teachers working in the course in 2022 for data collection. The findings indicate that while the pedagogical proposal of the course addresses all students from the perspective of inclusive education, the formation of deaf individuals goes beyond teaching two languages - Libras for the deaf and Portuguese for the hearing - but rather focuses on a bilingual formation for the deaf. However, there is a need for strengthening and coordinating public policies for teacher training, as well as the implementation of institutional policies aimed at ensuring a critical and dialectical teacher training journey aligned with the bilingual course proposal.

KEY WORDS: Inclusive education. Teacher training. Bilingual pedagogy. Educational policies.