Políticas de inclusão para o acesso e permanência da pessoa surda na educação básica_3

Abstract

This paper presents an analysis of the legislation in force regarding the inclusion of access and permanence of the deaf in Basic Education, as well as observe the characteristics of the deaf person in the social context, in addition to observing the communication strategies developed by teachers in regular classes of a State Elementary School II, located in the residential neighborhood middle class in Salvador, having as a methodological option the approach qualitative, ethnographic type. The construction of the data was carried out through observation, interviews and document analysis. Data analysis reveals that from the analysis of the guidelines and principles of the policies of inclusion of the deaf student the teacher should be responsible for mediating and encouraging the construction of the knowledge of the deaf student, through their interaction with the students and the development of pedagogical practices and strategies that serve these students their needs, and data analysis points to the need for changes socio-political-educational structures so that such inclusion is really successfully achieved; also reveals the difficulties of teachers to act pedagogically with deaf students in everyday school life, the lack of support from administrative instances, the lack of consistent policies that guide education in an inclusive perspective. However, working with deaf students allows the exchange of benefits, such as mutual respect and collaboration between students and teachers, acquisition of new knowledge and improvements in pedagogical practice by teachers, in addition to directing deaf individuals to a better perspective of life.