Educação inclusiva: ensino e aprendizagem de geografia para alunos surdos.

Abstract

Taking into account the discussions about the inclusion of deaf students in a school environment, thus raising interest in knowing how this type of inclusion in school actually occurs. Whereas, in the political sphere, proposals have been created in order to guarantee this inclusive education of students who are deaf. In fact, is it true that there is or is not such inclusive education in regular schools? In order to analyze whether in fact the schools as their teachers are prepared for an inclusive education, with the objective of characterizing how the geographical learning of deaf students happens and their insertion in regular education, this research had in its purpose the analysis of scientific articles that work with the teaching of Geography for students with deafness, consequently there was the application of a script of questions with a deaf student enrolled in the first year of Technical High School at the Federal Institute of Education, Science and Technology of Paraíba (IFPB) - Campus Cajazeiras, in the city of Cajazeiras - Paraíba, also having as integral parts of this research interpreter, professor of Geography and pedagogue, from November 2017 to January 2018. From the perspective of how the fact of the inclusion of the deaf student in an environment school, if they are really integrated into that society and meeting their needs, this to reflect on educational proposals and teaching practices in inclusive education that in reality are almost ignored and the rights to care for people with special needs in regular education are not being fulfilled.