Atendimento educacional especializado para surdos: uma perspectiva de educação inclusiva

Abstract

This work aims to better understand the education of the deaf in Brazil, from its beginnings, to the present day. Analyzing the pedagogical practices aimed at deaf students in Specialized Educational Assistance in the regular education network, from the perspective of inclusive education. Since its initial milestone at the INES foundation and its struggles for bilingual education.Teaching practice follows what the LBI, SEESP / SEED / MEC, National Special Education Policy in the Perspective of Inclusive Education (2015) documents say, as Damázio (2007) mentions. Specialized Educational Assistance presents itself as a space in the common school, which offers new opportunities for deaf students, breaking paradigms of exclusion, showing the importance of three moments in the teaching-learning process for these students. Given this scenario, some discussions will be presented, based on bibliographic studies: Mantoan (2003), Damázio (2007), Dorziat; Lime; Araújo (2006), and finally a research analysis carried out in a Municipal School of João Pessoa / PB by the researchers Dorziat and Nascimento (2016) with teachers from AEE, Libras and Portuguese. In their research report Dorziat and Nascimento show that there is an interest in improving care for these students, in a pragmatic way. When studying concepts about the inclusion of the deaf student and how Specialized Educational Assistance works, it is noteworthy that in the legislation there is a guarantee of specific processes for these students, but in practice, based on research with regular schools that have specialized assistance aimed at to the deaf student, it is clear that despite the work being done, there are still some difficulties in this process.