A docência diante do aluno surdo.

Abstract

This study aimed to analyze pedagogical practices of teachers for the process of inclusion of the deaf person in the final years of elementary education in the regular public school system. The question was: are the teachers in regular public schools prepared to receive deaf students in their classrooms? To give theoretical and methodological support to this study, we have recourse to current educational legislation and scholars who discuss the conceptualizations of Inclusive Education, its history and teacher training processes in Brazil. Thus, the following were prioritized: Brasil (1994, 1996, 1998, 2001, 2008, 2013 and 2015); Candau (2008); Lima (2016); Manzini (2015); Haddad (2008) and others investigating issues related to inclusive education for deaf students in the regular classroom. For this, we adopted the qualitative research methodology, with field study strategies. Data were collected through semi-structured interviews (RICHARDSON, 2010). The subjects of this research were 7 (seven) teachers who teach in 1 (one) school of the regular public education network located in the city of Sousa-PB. The data were analyzed through Content Analysis (CA), based on the theoretical assumption of Bardin (1977). The results showed that teachers find it difficult to include a deaf student in the teaching-learning process. These difficulties are deficient initial training and lack of continuous training, focused on the inclusion process. Lack of teaching resources consistent with the reality of the student; absence of interpreters of the Brazilian Sign Language (LIBRAS, in Portuguese) and precarious physical and human resources available at the school. These obstacles pointed out by the subjects of this research indicate that the process of inclusion of the deaf student is not occurring, since their basic needs are not being respected, for example, this one does not have an interpreter of Libras, being the teaching-learning process, In charge of their teachers, who in turn declare themselves "incapable" of working in the perspective of inclusion.