FORMAÇÃO DE PROFESSORES PARA ATUAR COM EDUCAÇÃO DE SURDOS

School inclusion is a topic of great relevance in the contemporary educational scenario, especially with regard to deaf education. Training teachers to work in this context is essential to ensure that inclusive pedagogical practices are put into effect, enabling deaf students to learn in an equitable manner. In view of this, the general objective of this study is to understand the importance of knowledge in Libras for teachers who work or intend to work with deaf students in Basic Education. To this end, the research adopts a qualitative and bibliographical approach, based on books, scientific articles and institutional documents that discuss teacher training and bilingual education for the deaf. The results show that, despite legal advances, such as Law No. 10.436/2002 and Decree No. 5.626/2005, there are still challenges in teacher training, especially with regard to the workload of the Libras subject and the need for continuing training. In addition, the importance of a structured curriculum that includes Libras not only as a theoretical subject, but also as an essential practice in everyday teaching is highlighted. The conclusion is that bilingual education for the deaf depends directly on strengthened teachers, and it is essential to invest in initial and ongoing teacher training to ensure inclusive, quality teaching. It is hoped that this research will contribute to the debate on teacher training from the perspective of inclusion, stimulating the adoption of more effective pedagogical strategies in deaf education.