DESAFIOS NA FORMAÇÃO DE PROFESSORES DE LIBRAS PARA O ENSINO BILÍNGUE: UMA ANÁLISE CRÍTICA DA LITERATURA

Abstract

Brazilian Sign Language (Libras) plays a central role in the educational process of deaf individuals, ensuring not only communication but also equitable access to knowledge. In this context, this study aims to critically analyze the challenges in the education of Libras teachers for bilingual education. This is a qualitative study of a bibliographic nature, developed through a review of scientific databases such as the Scientific Electronic Library Online (SciELO), as well as academic journals and conference proceedings in the field of education, covering publications from 2013 to 2024. The results indicate that, despite legal and institutional advances, significant gaps persist in both initial and continuing teacher education, particularly regarding the articulation between linguistic proficiency in Libras, bilingual pedagogical practices, and the understanding of deaf culture. Furthermore, weaknesses were identified in the integration between theory and practice, as well as in the pedagogical use of educational technologies in the context of deaf education. It is concluded that teacher education in Libras needs to be strengthened through more effective public policies, increased investment in continuing education, and the expansion of accessible pedagogical resources, in order to ensure high-quality and socially responsive inclusive education.