SILVA, F. D. E.; http://lattes.cnpq.br/6616227584121977; SILVA, Francisca Daiana Estrela.
Resumen:
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.