Fragilities in teacher training and curriculum in regular schools and their relationship with Specialized Educational Service (SES) for the hearing-impaired

Abstract

Studies have underlined the inability of regular schools to develop pedagogical interventions aimed at hearing-impaired individuals. This inadequacy is evident through the absence of educational interpreters, a lack of proficiency in sign language, limited interaction with deaf students, indifference, and devaluation of the Brazilian Sign Language (Libras), as well as shortcomings in teacher training and curricula regarding individual differences, among other issues. Our research stems from a doctoral thesis in Education and critically examines the fragilities in teacher training and the curricula of regular schools and their correlation with Specialized Educational Service (SES) for the hearing-impaired in public schools of João Pessoa, the capital of the state of Paraíba. In a qualitative manner and grounded on the theoretical scope of Deaf Studies and Cultural Studies in Education, this study analyzes the narratives of hearing teachers involved with deaf students in regular classes. Data analysis indicates that, due to the weaknesses in teacher training and curricula, SES has been configured as a complement, providing pedagogical support for regular classroom teachers, resulting in a dependence on the efforts undertaken by SES. Moreover, it reveals the compensatory essence that SES plays in the education of hearing-impaired individuals in the face of such fragilities.