Ensino de química e surdez: percepções sobre o processo de inclusão escolar

Abstract

The inclusion of deaf students in regular education should happen through the use of methods and/or didactic resources, that are granted by the Guidelines and Bases of National Education Law, which determines that the education systems must guarantee students with disabilities curricula, specific methods, techniques, teaching resources, and organization, to meet their needs. However, the reality observed in many schools is the insertion of deaf students in common classrooms, where the teaching methodology is predominantly aimed at listeners. Therefore, this work aimed to analyze the perceptions of a deaf student and a teacher about the process of school inclusion in the Chemistry subject. This research was classified as qualitative according to the approach; as descriptive according to the object and as a case study based on the technical procedure. The study was carried out in a public school located in the city of AreiaPB and had as participants the professor of the Chemistry subject and a deaf student enrolled in the regular high school system. Two independent and semi-structured questionnaires were used for data acquisition, one for the deaf student, which contained 26 questions and one for the teacher, with 31 questions. Content Analysis was used to perform the data analysis. Based on the results, we believe that there is still much to be done regarding School Inclusion such as the implementation of public policies and legislation of inclusive character, which aim to provide and promote programs and actions to ensure the educational rights of deaf students in the regular education network; that the family, as the first social institution, provides the opportunity learning and development of Libras and the Portuguese language and that the school ensures specific curricula, methods, techniques, educational resources and organization for deaf students, with actions that involve all professionals, including managers, pedagogical coordination, teachers and the multidisciplinary technical team.