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Experience of teacher self-evaluation measured by a scale evaluation of interlocution in the school space with the bilingual deaf education context

Abstract

The school development of deaf students largely depends on his mastery of Brazilian Sign Language (Libras). However, Libras is not routinely developed in the family environment, and this mastery needs to be achieved mainly in the school environment, in which it is expected that the deaf student finds peers and interact through such language. Therefore, it resembles the development of orality of hearing children, since it is the dialogical practices that the development of language is promoted. However, the school environment has little tradition on working with the development of oral language / sign language, usually focusing on activities with written language as its goal. Regarding the deaf student, little is discussed about practices that encourage the development of Libras at school. The bilingual teacher focuses his work on teaching Portuguese as a second language, working with Libras, but does not always know how to promote the development of such language. The Oral Language Teaching Assessment Scale - Decision Support System (OLTAS- SSD) created by Marta Gràcia et cols. (2015) and her research group, based on the idea of valuing the oral language teaching as part of the school role, and fundamental to the development of students, has achieved excellent results for hearing students. The debate on the relevance of oral practices for the development of the subject as a whole led to the idea of employing this same proposal to deaf students. Libras teaching is even more crucial for deaf children than orality teaching for hearing children, since the acquisition of Libras usually occurs only in the educational spaceAt the post- doctorated stage, founded by this agency, we developed an adaptation of EVALOE-SSD for the promotion of the work with the signs language in the school space which attend deaf students, aiming their development and improvement in this field. So, we intend in this opportunity to deepen the knowledge about the school, applying in the context of the bilingual education that the deaf students receive aiming to analyze the adequacy of the adaptation done in related to the original EVALOE in the sense of match the characteristics of the signs languages the needs of the bilingual teachers and deaf students. At the end of the research, we hope to have produced a tool to promote the work and the evaluation of dialogues in sign language in bilingual classrooms in the context of Deaf Education. (AU)