Estudantes surdos no ensino médio: referências da inclusão na rede pública estadual de Goiás

Abstract

This work belongs to a research line called: "Society and Culture" and it is registered under DP CNPq- PROPE/PUC Goiás: Education, History, Memory and Culture in different social realms. The work approaches Brazilian School Education as a right of each citizen and a duty of the State, from pre-school to High School. It focuses on legal guarantees, assured to all citizen with special needs: in this research, Deaf Schooling. It is extremely important reinforce that there are social and cultural constraints, visible and symbolic, that had objected the realization of legal rights. Excluded people, historically, had been persons in poverty, black ones, persons with disability in all degrees and types, Indian people, and many more social groups. This research, entitled Deaf Students In High School, asks, under comprehensive perspective, how school inclusion of deaf students in High School is processed, in relation to communication and compliance with the current laws that standardize the accesses, continuity and successful completion of Basic Education. As following overall goals, the research pursues comprehension of how school inclusion succeeds, how action is offered to deaf students. It verifies how school use the communication and necessary adaptation to benefit the process of teaching and learning, according to the bilingual inclusive proposition. It aims to analyse, by a survey directed to management team, if teaching practice, that orientate the process of inclusion on State Public Schools, promotes learning of academic content and autonomy development of Deaf Students. Based on critic and comprehensive methodology of Pierre Bourdieu (1997), the research dialogues with an theoretical corpus stablished by Mantoan (2005), Quadros (1997), Skliar (1995, 1997, 1999, 2001), Vygotsky (1989), Hall (1997), Moura (2000), Perlin (1998) e Strobel (2018), among others, including the state of knowledge of the subject area on CAPES website: BDTD, as well as the relevant standardization. The empirical corpus is stablished by deaf students at High School (minor data) registered in six (06) schools, selected by the criterion of maximum number of deaf students registered in school year of 2018 (72). Also, the corpus is set by a survey directed to six (06) management teams. The relevance of this research marked itself by showing need of significant action in bilingual educational policies to deaf students, since the analysis of data demonstrates that school inclusion of these students has not became effective, yet. Research data revealed that teachers, mostly, are not proficient in sign language, and depend on a sign language interpreter, for there to be content mediation in classrooms. This situation shows that teaching for deaf students does not occur by bilingual perspective, as far as the learning process does not meet the students needs, and does not help the building of their autonomy, either. Consequently, the simple offer of sign language interpretation in the classroom is not enough to meet student¿s linguistic specificities, excluding them in teaching and learning process. Besides this service, the research detaches the significance of learning sing language by family; it highlights the significance of teaching formation to perform bilingual pedagogical mediation, in which, sign language is the language of instruction since early childhood education, and of methodological adjustments, based on teaching of written Portuguese as second language for deaf students