INCLUSÃO DE ALUNOS SURDOS NO ENSINO MÉDIO: ORGANIZAÇÃO DO ENSINO COMO OBJETO DE ANÁLISE

Abstract

The inclusive education in relation to the deaf is able to offer to the student the conditions of to learn, overcoming old discriminatory and exclusionary paradigms based on oral and total communication. This means to provide adequate instructional procedures suitable for deaf, bilingual and bicultural curriculum, appropriate training of teachers, educational interpreters, presence of deaf flag educators, dialogue between deaf and hearing and reorganization of the school in all its dimensions. Faced with this panorama, the study had as objective to analyze the conditions of the education of the deaf student who is placed in the high school in a state school, with the presence of a teacher fluent in acting as an interpreter. We carried out records about the proposed activities in classroom and the relationship among deaf students, teachers and classmates, for three semesters of classes in Portuguese Language, Mathematics, Chemistry, Physics, Biology, and History. It was possible to find out that the school did not change with the presence of the deaf student and that the fluent Libras teacher, acting as an interpreter, assumed, inside the class, the position of a teacher. In addition, we verified that the actions he developed enabled learning and participation of the deaf student in the teaching-learning process. Based on the obtained data, we concluded the urgency in remodeling the direction of the school, heading to the inclusion and bilingualism.

http://dx.doi.org/10.14572/nuances.v19i20.985