Inclusão de crianças surdas nas séries iniciais do ensino fundamental: possibilidades e desafios para educadores ouvintes

Abstract

This study investigates the inclusion of deaf children in the early years of Elementary Education, focusing on the possibilities and challenges faced by hearing educators. It is a qualitative research developed through an exploratory and analytical bibliographic review, based on academic productions, legislation, and normative documents related to deaf education and inclusive education. The theoretical framework draws on studies concerning inclusive education, public policies, educational legislation, pedagogical approaches to deaf education (oralism, total communication, bilingualism, and deaf pedagogy), as well as discussions on Specialized Educational Assistance (SEA) and the role of the Brazilian Sign Language (Libras) interpreter. The research aims to identify, in the specialized literature, tools and practices that promote learning and school participation of deaf children. The results indicate that, despite legal and theoretical advances in recognizing Libras as the first language of deaf individuals and in advocating bilingual education, significant gaps persist in initial and continuing teacher education, in the availability of interpreters and accessible teaching materials, and in the effective implementation of inclusive pedagogical practices in everyday school contexts. It is concluded that the effective inclusion of deaf students requires systematic teacher education, collaborative work by the bilingual team, and articulated public policies that ensure bilingual and accessible pedagogical practices.