Histórias e trajetórias formativas e profissionais de professores de Educação Física surdos

Abstract

This study aimed to analyze through the speech of deaf Physical Education (PE) teachers, their formative experiences in graduation in PE and in the exercise of professional practice in teaching in that area. They are subjects who have subverted the norms of being in society, challenging the limits and the socially structured prototype (through language) of “Standard Man”. Even in the midst of stalemates and challenges, teachers were constituted, resisting a series of political, social and pedagogical barriers, as the unwillingness of official norms and theoretical-academic productions concerned with debating their formative demands, related to the trajectory in Higher Education and about the first professional experiences in the training area. Post-critical and post-structuralist theories supported the analyzes of this study, they understand subjects as social constructs established through language (discourse) and allow the prototype of “Standard Man” to be put in check and that other dissonant identities may also be authorized. Methodologically, multiple sources of data were crossed: theoretical, official, media and empirical documents. The empirical data were constructed through the application of a form (through Google Forms) and an interview. The interviews were based on the online narrative interview method. Two teachers answered the form and participated in the interview. From these data, a brief biography of the participants was carried out and discussion and reflection on the influence of the family and the Basic Education stage on their arrival to Higher Education. Regarding graduation in PE and the first professional experiences in the area, some impasses are common between deaf and hearing students, for example, the difficulty of reconciling work and study; other impasses are exclusive to the deaf student – the unavailability of the sign language interpreter and the communicational and pedagogical distance between the hearing teacher and the deaf student. Regarding the first professional experiences of teachers in the area, it is worth mentioning their passage through institutions of Specialized and Regular Education (during the internship period), and, after graduation, working in sports projects. The little appreciation of the teaching professional and the problems found in the school, meant that the teachers did little to work with formal teaching in PE (reasons that lead many hearing students to also drop out). It is concluded that these teachers are similar – in some aspects – to the identity of the “Standard Man”, a reason that may have positively influenced their training and professional trajectories. In addition, despite going through a series of obstacles, they still resisted and exercised (one of them still exercises) teaching in PE in the non-formal context, indicating that it is possible to promote quality training for these subjects in Higher Education and support them in their first professional experiences in the area, if there is a political willingness to assume such responsibility.