Bilingual education for the deaf

continuing education and government support

Abstract

This article seeks to understand teachers' perceptions about the training they receive, the government resources they access, and the strategies for professional development in bilingual teaching practices. The research, of a qualitative nature, involved the participation of ten teachers who work at a Bilingual School for the Deaf that offers high school education, located in Paraná. A sociodemographic questionnaire and a semi-structured interview were used to collect data. The results of the research indicate that despite individual efforts and local initiatives, bilingual schools for the deaf remain in a scenario of structural shortage, highlighting the urgency of concrete actions by the government. It is concluded that there is a need for institutional and government investments to guarantee inclusive bilingual education, respecting the linguistic and cultural identity of deaf students and promoting their full cognitive, social, and cultural development. In addition, effective public policies to consolidate accessible and equitable educational practices.