Inclusão de estudantes surdos: abordagens metodológicas visuais em salas de recursos

Abstract

Deaf education has been marked by changes and adaptations over the years, but still requires more in-depth analysis. Due to their linguistic condition In different ways, many Deaf people face difficulties in building school knowledge, resulting from failures in the planning and execution of classes. This highlights the need for methodological adjustments that promote an effective inclusive process and allow these students to advance in their achievements. This research aims to evaluate visual methodologies as potential tools for the inclusion and learning of Deaf students, with a focus on service in Resource Rooms. In this context, issues related to inclusion in the school environment are addressed, which unfold in the methodologies, resources and forms of evaluation in teaching Brazilian Sign Language (Libras) and Portuguese Language for deaf people in written form, as well as in Specialized Educational Service (AEE). Therefore, educational possibilities are discussed and proposed for these students. This research is classified as Applied. Data collection is carried out through a Survey, characterized as a Qualitative approach research due to the relationship between researcher/participant. As for the objectives, it is Descriptive and Exploratory. The systematic search for literature was carried out online in libraries of Postgraduate Programs in Education, SciELO, ERIC - Education Resources Information Center, CAPES Portal, Google Scholar, in addition to the Unicamp Scientific and Intellectual Production Repository and the Institutional Repository of UFSC. The literature review also included physical books and other digital works, based on studies by several authors, such as Leyser (2019), Pietzar (2017), Fernandes (2019), Baggio (2006), Lodi and Muttão (2018), Boneti (2010), Campelo (2008), Damázio (2007), Mantoan (2011), Santiago (2017), Santos (2016), Siquelli (2017) and Skliar (2001), among others, which enrich discussions on inclusion of Deaf students. For data collection, interviews were carried out with eight teachers from the municipal and state education network in the municipality of Bacabal, with the aim of verifying the methodologies used in their pedagogical practices in the Resource Rooms when including Deaf students in Elementary and High School. Finally, the results obtained in the research culminated in the elaboration of the Technical-Technological Product (PTT), showing that visual methodologies have potential for the construction of knowledge in the school environment for Deaf students