The Teaching Internship as an Axis of Synthesis: Construction of Knowledge for Teaching Science to the Deaf

Authors

DOI:

https://doi.org/10.17058/rea.34.20909

Keywords:

professional identity, school inclusion, Libras, pedagogical mediation, narrative research

Abstract

This study, developed in the teaching training of the Postgraduate Program in Science Teaching, analyzes how the Teaching Internship contributes to the construction of professional knowledge in the bilingual context of deaf people. The objective is to understand how this knowledge is mobilized in practice. The experience took place in the subject of Portuguese as a second language (L2) in a Pedagogy course, where eight classes were taught. Based on narrative research, the Field Diary and practical activities for academics were used. The results indicate that the internship articulates theory and practice and that visual and playful strategies favor pedagogical mediation. It is concluded that accessible methodologies strengthen the integration between Science Teaching, Teacher Training and Bilingual Education.

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Author Biographies

  • Tatsumi, Marcia, University Mato Grosso do Sul

    Master’s student in the Graduate Program in Science Teaching at the Federal University of Mato Grosso do Sul (PPGECI/UFMS), with a Bachelor’s degree in Accounting Sciences from the State University of Mato Grosso do Sul (UEMS), specialized in Institutional and Clinical Psychopedagogy and Special Education at FAVENI (2022), and a Bachelor’s degree in Pedagogy from the Federal University of Mato Grosso do Sul (UFMS).

  • Dias, Nelson, Federal University of Mato Grosso do Sul

    Doctor in Science Education from the Federal University of Mato Grosso do Sul (2021), holds a Master's degree in Education from the Federal University of Mato Grosso do Sul (2017), a specialization in Brazilian Sign Language (LIBRAS) from Faculdade Educacional da Lapa (2013), and a Bachelor's degree in Biological Sciences from the Federal University of Mato Grosso do Sul (2007). Currently, Professor of LIBRAS at the Federal University of Mato Grosso do Sul, Ponta Porã Campus. (Text provided by the author)

     

  • Arantes, Gracyella Gonzaga, University Católica Dom Bosc

    Higher Education: Bachelor's Degree in Languages / English, Universidade Católica Dom Bosco.
    Postgraduate studies in Psychopedagogy, School Management, Specialized Educational Assistance (AEE), Neuropsychopedagogy, and Special and Inclusive Education with an emphasis on management.
    Courses: Human Rights – UFMS; Basic to Advanced English and “Justing Talking” at Sow Fast Idiomas; Basic and Structural Spanish at Sow Fast Idiomas; Teacher Improvement Course at Sow Fast Idiomas.

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Published

2026-07-10

Issue

Vol. 34 (2026)

Section

v. 34 (2026) Didáticas e Formação Docente: perspectivas teóricas, experiências formativas e práticas transformadoras

License

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How to Cite

Tatsumi, M. E. I. T., & Dias, N. (2026). The Teaching Internship as an Axis of Synthesis: Construction of Knowledge for Teaching Science to the Deaf. Reflexão E Ação, 34. https://doi.org/10.17058/rea.34.20909