RODRIGUES, Gleisimere Silva.
Abstract:
The purpose of this article is to reflect on the importance of training teachers who use
their knowledge in the development of an inclusive education of Deaf students,
highlighting some laws guaranteeing the right of students with special needs in schools
of the regular network of education. It also highlights a brief concept of social inclusion,
special educational needs and integration. In order for there to be in fact an inclusive
education of the Deaf student, it is essential that teachers seek training, improvement and
continuous training, with the purpose of exercising mediation in dealing with Deaf
students, aiming at a teaching that respects the differences and particularities of each
individual. To that end, the methodology used was bibliographical, qualitative and
exploratory, aiming to discuss the problem that includes the inclusion of the Deaf student
in regular education, this study analyzes aspects involved in such problem from the
perspective of a set of teachers of a school in the municipality of Barra de Santa Rosa.
For that, a questionnaire was applied to the teachers who work with deaf students
included in their classrooms, inserted in the Public Network of Primary Education II.
While professors say that the integration of the Deaf with listeners is the greatest benefit
of inclusion, they make it clear that this integration does not actually happen when they
point out the Deaf's lack of interaction with listeners and the difficulties in
communication. The analysis of the data shows the lack of quality of the inclusive school,
which does not privilege the learning and the intellectual and cultural development of the
Deaf, since it only lives with the listener's culture, as well as the lack of preparation and
knowledge of the school community in relation to the deaf and their first language, to
LIBRAS. It is concluded that the inclusion of Deaf people in regular education, besides
not effectively favoring the learning of these students, has contributed to exclusion mainly
occurring within the school. In this way schools should seek new paradigms and review
the expansion of their Curriculum and their Political Pedagogical Project, supporting
teachers in the teaching-learning process, valuing a teaching that takes into account the
differences of each. The results still present the need to transform the current school,
directing reflections on the importance of interaction, dialogue and space for differences.
The found scenario confirms the need for new research and discussions about the aspects
that permeate the inclusive education of Deaf students.
