Práticas inclusivas no curso de Licenciatura em Educação do Campo na Universidade Federal de Viçosa: atuação multidisciplinar de um Projeto de Letramento voltado à formação de uma discente Surda

Abstract

<jats:p>This article discusses the educational and linguistic demands presented by a deaf person in the Bachelor of Rural Teachers, attended by a multidisciplinary team to develop strategic actions for the educational inclusion of the deaf. Knowledge of bilingual and scientific literacy practices was considered. For that, we used a qualitative approach characterized as action-critical research, including participant observation to describe the history and demands that led to the creation of this Literacy Project and the composition of the team that participated in the inclusion and literacy process. The results of educational actions pointed out the pertinence and need of considering the participation of this pre-service teacher deaf of the Rural Bachelor course as the guiding agent of the entire process. Since the team's articulation was only possible based on the considerations and notes given for this deaf referred. The results reveal the importance to articulate interventions about inclusive and bilingual approach in the University. Specifically, in the pre-service Science teacher courses, in order to discuss the presence of Brazilian Sign Language in inclusive or bilingual contexts, ensure the professional development of the deaf and the technical capacitation of the team members, through an effective evaluation of the educational process.</jats:p>