TEACHER TRAINING IN PORTUGUESE AN ADDITIONAL LANGUAGE WITH A FOCUS ON DEAF LEARNERS: LANGUAGE POLICIES IN PUBLIC UNIVERSITIES IN RIO DE JANEIRO

In this paper, I discuss how the pedagogical projects of the Letter's courses (PPCs) have promoted efficient training for teaching in Portuguese as an additional language (PLA) for the deaf, as well as through which alternatives these training spaces are built as policy situated actions in public universities in Rio de Janeiro (RAJAGOPALAN, 2013). Based on studies on language policies for minority bi/plurilingual communities (ALTENHOFEN, 2013; CAVALCANTI, 1999; COELHO, 2019; MAHER, 2013; SILVA, 2017), I critically analyze the PPCs of the Letters (Portuguese) courses of five universities of Rio de Janeiro, investigating the presence/absence of mandatory and optional subjects on PLA, its syllab and approaches for deaf learners. The results show that the analyzed universities are divided into 04 profiles related to (i) offer of mandatory PLA courses without necessarily approaching deaf apprentices; (ii) offer of optional subjects of PLA and the compulsory subject of teaching reading and writing for the deaf; (iii) absence of mandatory PLA courses; and (iv) expansion, beyond the curriculum, of training on PLA for the deaf in the scope of research and extension. Thus, I offer an overview of the urgency of linguistic policies for the construction of theoretical and methodological frameworks for Portuguese language teachers because of the Brazilian plurilingual reality, especially for deaf communities.