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. 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.ABSTRACT. 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.RESUMEN. Esto trabajo propone, basado en las literacidades bilingüe y científica, articular las necesidades educativas y lingüísticas de una estudiante Sorda del curso de Educación del Campo, atendida un equipo multidisciplinario que desarrolló acciones estratégicas hacia la inclusión. Para eso, utilizamos un enfoque cualitativo caracterizado como investigación-acción-crítica, que se basó en la observación participante para describir los antecedentes y las necesidades que llevaron a la creación de un proyecto de Literacidad y de la composición del equipo. Los resultados de las acciones apuntan a la pertinencia y viabilidad de considerar la participación efectiva de la estudiante Sorda como el agente orientador de todo el proceso educativo, ya que la articulación del equipo solo fue posible en función de las consideraciones y notas dadas por la estudiante. Los resultados revelan la necesidad de crear intervenciones de carácter inclusivo y bilingüe en la Educación Superior, específicamente en la formación inicial para la enseñanza de las Ciencias Naturales, a fin de lograr la presencia de la Lengua de Señas Brasileña en este contexto, para garantizar la formación educativa de la estudiante Sorda y la capacitación de miembros del equipo, a través de una continua evaluación crítica del proceso formativo.ABSTRACT. 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.O presente trabalho propõe, a partir dos saberes acerca dos letramentos bilíngue e científico, discutir as demandas educacionais e linguísticas de uma estudante Surda da Licenciatura em Educação do Campo, atendida por uma equipe multidisciplinar que desenvolveu ações estratégicas no sentido da inclusão. Para tanto, utilizou-se uma abordagem qualitativa caracterizada como pesquisa-ação-crítica, que contou com a observação participante para descrever o histórico e as necessidades que levaram a criação de um Projeto de Letramento e da composição da equipe em questão. Os resultados das ações apontaram a pertinência e viabilidade de se considerar a participação efetiva da discente Surda como agente orientador de todo o processo educacional, visto que a articulação da equipe só foi possível a partir das considerações e apontamentos dados pela discente. Os achados revelam a necessidade de busca por intervenções de caráter inclusivo e bilíngue na Educação Superior, especificamente na formação inicial para docência em Ciências da Natureza, de modo a efetivar a presença da Língua Brasileira de Sinais (Libras) nesse contexto. E, assim, assegurar a formação educacional da estudante Surda e a capacitação continuada dos integrantes da equipe, por meio de uma efetiva avaliação crítica desse processo formativo. Palavras-chave: Educação do Campo, Inclusão de Surdos(as), Língua Brasileira de Sinais, Letramento, Multidisciplinaridade.   Inclusive practices in Rural Teacher Bachelor Course at Federal University of Viçosa (Brazil): multidisciplinary actions of the Literacy Project that was addressed to one deaf in the pre-service teacher process ABSTRACT. 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. Keywords: Rural Teacher Bachelor, Inclusion of Deaf people, Brazilian Sign Language, Literacy, Multidisciplinarity.   Prácticas inclusivas en el curso de Licenciatura en Educación del Campo en la Universidad Federal de Viçosa: desempeño multidisciplinario de un Proyecto de Literacidad dirigido a capacitar a una estudiante Sorda RESUMEN. Esto trabajo propone, basado en las literacidades bilingüe y científica, articular las necesidades educativas y lingüísticas de una estudiante Sorda del curso de Educación del Campo, atendida un equipo multidisciplinario que desarrolló acciones estratégicas hacia la inclusión. Para eso, utilizamos un enfoque cualitativo caracterizado como investigación-acción-crítica, que se basó en la observación participante para describir los antecedentes y las necesidades que llevaron a la creación de un proyecto de Literacidad y de la composición del equipo. Los resultados de las acciones apuntan a la pertinencia y viabilidad de considerar la participación efectiva de la estudiante Sorda como el agente orientador de todo el proceso educativo, ya que la articulación del equipo solo fue posible en función de las consideraciones y notas dadas por la estudiante. Los resultados revelan la necesidad de crear intervenciones de carácter inclusivo y bilingüe en la Educación Superior, específicamente en la formación inicial para la enseñanza de las Ciencias Naturales, a fin de lograr la presencia de la Lengua de Señas Brasileña en este contexto, para garantizar la formación educativa de la estudiante Sorda y la capacitación de miembros del equipo, a través de una continua evaluación crítica del proceso formativo. Palabras-clave: Educación del Campo, Inclusión de Sordos(as), Lengua de Señas Brasileña, Literacidad, Multidisciplinariedad