TEACHING HISTORY TO DEAF STUDENTS IN HIGH SCHOOL: CHALLENGES IN TEACHER TRAINING AND IN ADDRESSING COMPLEX TOPICS

Abstract

The study, developed without teaching in UniCarioca Education, has as its focus understanding the challenges and possibilities of teaching History for southern students in Middle School, from the perspective of inclusive education. The analysis shows that, despite two legal advances achieved in recent decades, such as the reconfirmation of Libras and the consolidation of the Brazilian Inclusive Lei, the effectiveness of these policies in everyday school life still faces significant obstacles. Among the main ones are the gaps in the initial and continued training of teachers, the absence of preparation for the use of visual and bilingual methodologies, the lack of accessible pedagogical resources and the limited supply of Libras interpreters in schools. The work suggests that the promotion of an inclusive education requires not just pontuais adaptations, but rather a transformation of pedagogical practices, in order to value the linguistic and cultural diversity of the southern community. For this, it becomes essential to strengthen public policies that ensure teacher training, the expansion of assistive technologies and the construction of a democratic, accessible and committed to equity school environment.