The Work of The Deaf teacher at The University

• Vanderlei Porto Pinto

  Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

  Author

• ELEN VILLEGAS CAMPOS

  a:1:{s:5:"en_US";s:4:"UFMS";}

  Author

• Gildiney Penaves de Alencar

  Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

  Author

• Jackson Lemos Gonçalves

  Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

  Author

• Ramon Gustavo de Moraes Ovando

  Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

  Author

• Josivaldo Godoy da Silva

  Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

  Author

• Alexandra Maria Almeida Carvalho Pinto

  Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

  Author

• Geanlucas Mendes Monteiro

  Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

  Author

The deaf teacher is a professional who differs from another in the way he communicates, and the language used by these professionals is the Brazilian Sign Language (LIBRAS). The objective: to verify the inclusion of deaf teachers in higher education as well as to verify the assistive technologies that contribute to this process and the reality of these professionals. The methodology was a literature review of articles published between 2009 and 2017. Data werecollected from the following databases: Latin American and Caribbean Health Sciences Literature (LILACS), Scientific Electronic Library Online (SCIELO) and National Library of Medicine (PUBMED), using the keywords: teachers, deafness, universities, inclusion, assistive technologies and disability. The results showed that the inclusion of deaf teachers in higher education occurs due to the laws that determine the appointment of deaf teaching professionals as priorities for teaching LIBRAS courses in universities, being LIBRAS an Assistive Technology (TA) for the inclusion of these professionals. However, deaf teachers showed isolation due to the difficulty of communication with other teachers, having difficulties to exchange experiences beyond the strangeness of the students, about the didactics, methodology and evaluation of the deaf teacher.

1. Vanderlei Porto Pinto, Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

   Graduate Program in Health and Development in the West Central Region

2. Gildiney Penaves de Alencar, Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

   Graduate Program in Health and Development in the West Central Region

3. Jackson Lemos Gonçalves, Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

   Graduate Program in Health and Development in the West Central Region

4. Ramon Gustavo de Moraes Ovando, Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

   Graduate Program in Health and Development in the West Central Region

5. Josivaldo Godoy da Silva, Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

   Graduate Program in Health and Development in the West Central Region

6. Alexandra Maria Almeida Carvalho Pinto, Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

   Graduate Program in Health and Development in the West Central Region

7. Geanlucas Mendes Monteiro, Federal University of Mato Grosso do Sul, Campo Grande-MS-Brazil

   Graduate Program in Health and Development in the West Central Region

• PDF

Copyright (c) 2019 Vanderlei Porto Pinto, Elen Villegas Campos, Gildiney Penaves de Alencar, Jackson Lemos Gonçalves, Ramon Gustavo de Moraes Ovando, Josivaldo Godoy da Silva, Alexandra Maria Almeida Carvalho Pinto, Geanlucas Mendes Monteiro

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.