REFLECTIONS ON THE TEACHER EDUCATION OF PORTUGUESE TEACHERS AND THE TEACHING OF PORTUGUESE AS A SECOND LANGUAGE (L2) FOR DEAF STUDENTS
DOI:
https://doi.org/10.5212/gmpfqv86Abstract
Initial teacher education is a central topic in the field of education, as the quality of teaching depends on the theoretical and practical preparation of these professionals. This study addresses the initial training of Portuguese language teachers and the teaching of Portuguese as a Second Language (L2) for deaf students. The study is characterized as qualitative research, with a theoretical-reflective nature, based on a bibliographic review. The theoretical framework draws on contributions from authors who problematize language teaching and teacher education (Faraco, 1975; 1985; Bagno, 2008; Kleiman, 1999; Possenti, 2008; 2011), articulated with studies that discuss the teaching of Portuguese to deaf students (Favorito, 2024; Fernandes, 2024; Pereira, 2024; Monção, 2022). Based on this, the study sought to reflect on the challenges of teacher education, especially regarding the teaching of Portuguese as a second language (L2) to deaf students, because it requires knowledge of bilingualism and the appreciation of sign language.
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