SANTOS, C. G.; http://lattes.cnpq.br/8694170405660495; SANTOS, Charlene Gomes dos.
Resumo:
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.
