The teaching of the deaf has long been based on a medical model in which phonoaudiological techniques to develop oral expression prevailed. The aspects related to teaching have always been relegated to second plan. Nowadays, due to the valorization of sign language in schools, teachers change their roles from therapists to educators, and with this change they carry on teaching concepts that will influence their practices directly or indirectly. Understanding the importance of stimulating deeper educational reflections in this field, I have developed a study in a public school for the deaf, trying to investigate, through interviews, the teaching concepts externalized by the teachers. The information collected revealed pragmatic teaching notions, evidencing the need of a profound conceptual, philosophical and practical organization in this field.
teaching; deafness; teacher