A escolarização de estudantes surdos e com deficiência auditiva na Pérola do Caparaó
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Data
2025-08-01
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Nascimento, Franceane de Paula Figueredo do
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Universidade Federal do Espírito Santo
Resumo
This dissertation aimed to uncover and problematize the process of educating deaf and hard of hearing students in the municipality of Guaçuí, Espírito Santo, in light of Special Education regulations from an inclusive perspective. The specific objectives included: researching the regulations and documents that guide the organization of education for deaf and hard of hearing students in the municipality of Guaçuí; identifying whether Libras teachers and educational interpreters have the training to work with this population and how this training impacts their pedagogical practice; analyzing the practices of the interviewed Libras teachers and educational interpreters in order to understand the pedagogical relationships established in the schooling process for deaf and hard of hearing students; and understanding the communication strategies used in the interaction between educators and deaf and hard of hearing students in the school environment, with the mediation of a Libras educational interpreter. This qualitative case study was based on the theoretical frameworks of Vygotsky's historical-cultural theory, particularly the concept of mediation and defectology, and Bakhtin's dialogic perspective, which recognizes language as an essential element for the construction of meaning and knowledge. Data collection involved bibliographic and documentary research, observations in classrooms and in Specialized Educational Services (SEAs), semi-structured interviews with teachers of regular classes enrolled with deaf or hard-of-hearing students, the SEAs teacher in the Multifunctional Resource Rooms (SRM), the pedagogical coordinator, the principal, educators, Libras educational interpreters, a Libras instructor, and the municipal coordinator of special education, in addition to the use of a field diary. The results reveal institutional advances, such as the creation of local policies focused on inclusion and the preparation of a call for applications for Libras instructors, demonstrating an ongoing institutional effort. These are important, albeit initial, steps toward consolidating an educational policy more sensitive to the specific needs of the deaf community. However, weaknesses persist, such as the influence of neoliberal guidelines that reduce the educational process to goals and indicators in the Jardim Caparaó School's Institutional Development Plan; a lack of fully implemented policies; a lack of specific budgetary guidelines for bilingual education; gaps in continuing education; confusion regarding the roles of professionals working with deaf and hard-of-hearing students; and, worryingly, the absence of Libras instructors in the school's daily routine, which directly undermines the educational process and the linguistic development of deaf students. A disconnect between legislation and daily practice was also evident, marked by technical, training, and administrative challenges. Despite these limitations, the ethical and committed work of the professionals involved stands out, whose daily resistance is a driving force for inclusion. Therefore, it is essential to increase investment in public policies, specific continuing education, and inclusive pedagogical practices that address the historical silences imposed on the deaf community. This reaffirms research as an instrument of critical reflection and hope in building an education that is a human right.
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Surdo , Formação de Professores , Relações pedagógicas , Deaf , Hard of hearing , Teacher training , Pedagogical relations , Deficiência auditiva