(2024-03-27) Braga, Waldeilson Martins; Pacheco, Maria Lúcia Tinoco
Discussions about the training of teachers and education professionals, with regard to the care of special students, have gained notoriety within the teaching-learning process of this student. Given this, the present scenario will enable us to think about teacher training based on literature for inclusion, which in this course refers to deafness, or what we call deaf literature. It should be noted that there are many professionals, from different areas of special education, who see specific literary productions, along
with those that come from deaf communities, also as an instrument of inclusion. In the case of deaf literary productions, which present a historical-social aspect about deaf culture, highlighting their identity and the linguistic specificities of deaf subjects, there is still a lack of certain appropriation on the part of teachers, revealing that there is, in the context of special training for teachers, a gap. We point out that given the historical moment, the theoretical contribution regarding Deaf Literature has grown
over the years and stood out as a didactic support for teaching, however, we remember, there is a lack of training on the topic for teachers. Given the context of training in special education and its articulations around teacher training, this proposition seeks to contribute through Deaf Literature with new inclusive practices. Being a specific training, which was not included in the training
processes previously, mainly given the lack of literature, today new research allows us to better understand this literature as a section of inclusive literature. This is where this course fits in.
