A formação docente para a inclusão de estudantes surdos no ambiente escolar no município de Matias Olímpio - PI

Abstract

This research deals with the theme <Teacher training for the inclusion of deaf students in the school environment in the municipality of Matias Olímpio-PI= and aims to analyze how the teacher training process occurs from the perspective of inclusive education for deaf students in the school environment in the municipality of Matias Olímpio-PI. And with this, to understand issues inherent to the teacher training process for the development of work from the perspective of the inclusion of deaf students in the municipal school environment, revealing determining aspects of an inclusive education, an indispensable condition for training focused on citizenship. The foundation of this study is anchored in official and theoretical documents that collaborate with the theme, in addition to addressing concepts of inclusive education, educational practice of deaf subjects, educational policies that contemplate an inclusive and quality education offered to deaf subjects in the school environment. From this perspective, the research contemplates the qualitative approach, using bibliographic, documentary and field research, considering the need to understand how teachers position themselves in their activity and what they think about the work they perform. In this context, the research locus is a school in the municipal network of Matias Olímpio-PI, whose class was the seventh grade of elementary school, final years, where there are two deaf students. Therefore, the participants were the teachers who work in the seventh grade class of different subjects. The methodology used to construct the results and discuss them was Bardin's content analysis, added to the construction of the state of the art to better discern the discussion on the theme. In addition, the results were constructed through information collected from a period of observation, as well as the analysis of the answers given by eight subjects, who answered ten questions. Furthermore, it is believed that the investigation pointed out a critical view of how the inclusion of deaf students in the school space in the municipality where the research was conducted. Therefore, when analyzing the results obtained through observation and open questionnaire, it was considered that teachers have a good understanding of some topics such as Brazilian legislation, inclusive education, teacher training, planning and curricular adaptations for deaf students, collaborative work, and notions about appropriate methodologies for the inclusion of deaf students in the school environment. In addition, many challenges faced by teachers of different types were also observed, ranging from the existence of a policy of continuing education in the area of deafness to aspects such as the interaction between deaf students and the school community. To culminate the research, an educational resource was created in the form of a booklet containing training aimed at pointing out directions for teachers in the inclusive process, of those subjects who work on the inclusion of deaf students in the school environment through innovative practices