Teachers' ongoing training for deaf students' bilingual education service

Abstract

Objective: to analyze, under teachers’ point of view, the implementation of a process of teachers’ ongoing training for a bilingual education service (atendimento educacional bilíngue – AEB). Methods: Data were collected by the strategy of focus group and by an interview applied to 15 teachers that participated in the training process. Qualitative research is grounded in a sociohistorical perspective of the language. Results: Through the analysis of the enunciates, three categories were identified: a) teachers’ expectations to participate in the ongoing training; b) The ways that teachers perceived and experienced the ongoing training for deaf students' AEB; c) suggestions to carry on the ongoing training. Conclusion: it has been noticed that ongoing training guided by meaningful dialogical practices, anchored in a sociohistorical perspective of the language, can be configured as an alternative for teachers to become subjects of their own practice and training.