CONSTITUTION OF DEAF IDENTITIES IN BILINGUAL SCHOOLS AND THE INTER-RELATIONSHIPS BETWEEN DEAF LITTLE TEACHERS

This article aims to analyze the narratives of teachers, deaf students and parents of deaf students about teaching in a specific school for the deaf. Based on semi-structured interviews, the role of deaf teachers in analyzing the identity processes of deaf children was analyzed. The reflection was built from thoughts defended by theorists such as Silva (2003), Skliar (2003), Hall (2006), Lopes and Neto (2003), Perlin (1998), among others, with the intention of understanding the teaching profession of the subject who occupies the role of teacher in the school space. The results point to the need to change the education of the deaf, providing a space for the constitution of identity, which refers to the need to rethink the training of teachers.