<b>The formation of teachers in indigenous schools in Dourados, Brazil, for inclusive schooling of deaf students

Abstract

The formation of indigenous teachers in villages of the municipality of Dourados MS Brazil is analyzed. They maintain specialized educational care on communication aspects and schooling for deaf students. Current qualitative and ethnographic research is based on the concepts of Cultural Studies. Four indigenous teachers who work or had already worked with deaf students participated in current study. Procedures and tools for the collection and analysis of data involved participating observation, entries in field diaries and half-structured interviews. Results revealed that a) deaf children interact and communicate through iconic signs; b) indigenous teachers indicate as a favorable point the presence of Libras interpreters that fill the lack of dialogue between the teacher and the deaf student; c) the lack of specific formation makes difficult communication and education of deaf children; d) the strategy used by the school comprises the Libras interpreter in the schools as a mediator between indigenous teachers and the deaf student. Teachers´narratives show the requirement of the proper management of Special Education in schools for the monitoring and continuous formation of teachers. The above contexts, characterized by teachers´ and school administration´s contradictions and ambivalent stances, give rise to negotiations, exchange of knowledge and the need for higher articulation between Special Education and Indigenous School Education.