TEACHER TRAINING IN THE BILINGUAL INCLUSIVE PERSPECTIVE: EDUCATION OF THE CHILD DETERMINED OF FUNDAMENTAL EDUCATION I OF RECIFE

Abstract

The present work presents an analysis on the inclusion of the deaf child in the bilingual regular school, emphasizing the formation of the directed teacher the deaf student. n the unfolding of this question, we sought to dialogue and reflect on the adequate training to attend the deaf student in a bilingual inclusive perspective and as specific objectives, to identify how the paradigm of bilingual education in Brazil operates in the regular school, Understanding the role of the Interpreter in the process of bilingual education in the teaching / learning process of deaf students.This research was carried out through a qualitative approach, according to Minayo.Our rationale was based on studies obtained by Skliar, Machado, Dias and others. The proposed theme was investigated through bibliographical research, in which works of relevant importance on the subject, books, scientific articles, pedagogical journals and sites about the theme were used as sources of research. The results of our research indicate that although inclusive education is going through significant advances, the paradigm of bilingual inclusive education must also be improved, as well as investments in continuing education for teachers who work with deaf students, with the objective of teachers to attend this public with a quality education.