EDUCAÇÃO DE SURDOS NO BRASIL, FORMAÇÃO DE PROFESSORES E A LIBRAS: Breve resgate histórico e os desafios do tempo presente

Ana Paula Jung; Márcia de Souza Hobold

doi:10.14244/enp.v8i3.381

DEAF EDUCATION IN BRAZIL, TEACHER TRAINING AND LIBRAS

A brief historical overview and the challenges of present times

Authors

Ana Paula Jung IFSC - Instituto Federal de Santa Catarina
Márcia de Souza Hobold Universidade Federal de Santa Catarina (UFSC) https://orcid.org/0000-0002-4179-608X

DOI:

https://doi.org/10.14244/enp.v8i3.381

Keywords:

Bilingual education for the deaf, Teacher formation, Brazilian sign language, Libras, Systematic literature review

Abstract

This article aims to survey studies related to the formation of teachers for bilingual education (Libras-portuguese), briefly reviewing the history of the field of deaf education in Brazil, from which aspects related to teacher training and the importance of Libras - Brazilian Sign Language - in this context are discussed. With a qualitative approach, this research carried out a systematic literature review of publications available for consultation in the Brazilian Digital Library of Theses and Dissertations (BDTD), the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the CAPES Periodicals Portal. As a partial result, we identified the emergence of the theme, considering the unfolding of education policies aimed at this segment, as well as the findings from the searches carried out.

Author Biography

Márcia de Souza Hobold, Universidade Federal de Santa Catarina (UFSC)

Adjunct Professor at the Education Sciences Center of the Federal University of Santa Catarina (UFSC). Permanent Professor of the Graduate Program in Education (PPGE) at UFSC. PhD in Education from PUC SP (CAPES Scholarship). Post-doctoral internship with a CNPq PDJ grant (2013-2015). Post-doctorate at the State University of Ceará - UECE (2023, in progress). Graduated in Pedagogy (undergraduate) and Psychology (undergraduate and graduate). She supervises doctoral, master's, undergraduate and scientific initiation students and post-doctoral researchers. She has worked for nineteen years in basic education (primary and secondary), as a teacher, guidance counselor and educational coordinator. She was a professor at the University of the Joinville Region (2008-2017), in the Master's Program in Education (PPGE), and, at this university, she coordinated the PPGE for four years (2013 to 2016) and, for another two years, as Vice-Coordinator (2011-2012). In the Master's Program in Education, she taught the compulsory subjects in the Work and Teacher Training line of research. She was a member of the Ethics Committee for Research with Human Beings between 2009-2012. Between 2005 and 2019, she was a researcher at the Center for Research on the Professional Development of Teachers of the Education Program - Psychology of Education at the Pontifical Catholic University of São Paulo - PUC SP. She conducts research into teacher training (initial and continuing), Didactics (teaching and learning practices) and teaching work (working conditions and the start of teaching work). Researcher on a project funded by CNPq (Universal Notice 2018): Research WITH Beginning Teachers: A study on professional induction, an inter-institutional initiative (URFJ, UFSC and UECE). Member of the CNPq PIBIC Project Evaluation Committee at CED/UFSC. Chair of the Management Committee of the UFSC Degree Courses Forum (2021-2022). Member of the Scientific Editorial Board of Revista Brasileira de Pesquisa sobre Formação de Professores (ANPEd - GT 08/Editora Autêntica), Educação Formação (UECE) and Revista Epistemologia e Práxis Educativa (EPEDuc), from UFPI. She has been a reviewer for several journals and events in the field of Education and for research projects for CNPq and FAPESC. She is the leader of the Study and Research Group: Teacher Training and Teaching Practices - FOPPE, at UFSC. She is a member of the Education, School Culture and Society Research Group (EDUCAS) at UECE. Member of the Inter-institutional Research Network on Teacher Training and Practices (RIPEFOR) and the Network of Studies on Teacher Professional Development (REPED). Member of the National Association for Postgraduate Studies and Research in Education (ANPEd), the National Association for the Training of Education Professionals (ANFOPE), the National Association for Didactics and Teaching Practice (ANDIPE), the National Association for Education Policy and Administration (ANPAE) and the Brazilian Society for the Advancement of Science (SBPC). Coordinator of WG 8 - Teacher Training at ANPEd between 2018-2019 and vice-coordinator between 2017-2018. Member of the CAPES/2019 Committee for the Evaluation of Academic Journals in the Education Area. Since 2021, she has been the first alternate member of the Scientific Committee of ANPEd's WG 8. Vice-President of ANFOPE's Southern Region (2021-2023 term). Researcher at the Latin American Network of Studies on Teaching Work (Estrado Network). Coordinator of the cooperation agreement between the Federal University of Santa Catarina and the National University of La Plata, Argentina. Education Research Coordinator at the MEN/CED/UFSC Research Methodology Department. CNPq research productivity grant holder in education.

Additional Files

pdf (Português (Brasil))

Published

2024-12-19

How to Cite

Jung, A. P., & de Souza Hobold, M. (2024). DEAF EDUCATION IN BRAZIL, TEACHER TRAINING AND LIBRAS: A brief historical overview and the challenges of present times . Ensaios Pedagógicos, 8(3), p.152–170. https://doi.org/10.14244/enp.v8i3.381

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Issue

Vol. 8 No. 3 (2024): ESTUDOS EM LIBRAS: PRÁTICAS, PESQUISAS E POLÍTICAS.

Section

DOSSIÊ TEMÁTICO

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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