Barreiras e possibilidades na inclusão de aluno com deficiência auditiva: em aulas de língua portuguesa

Abstract

The inclusion of students with hearing impairments in Portuguese language classes still represents a challenge in the Brazilian educational system, mainly due to the specific communicational aspects involved in teaching this subject. This study is based on the principles of Inclusive Education, from the perspective of the bilingual approach between Libras (Brazilian Sign Language) and Portuguese, and on theoretical contributions on communicational accessibility and teacher training, according to authors such as Mantoan, Lacerda, and legal documents that guide the inclusion policy in the country. In this sense, the article aims to examine the main pedagogical barriers and possibilities related to the inclusion of students with hearing impairments in Elementary Education, as well as to understand the role of teacher training in this process. The research, with a qualitative and descriptive approach, was carried out through bibliographic study and field research in a municipal school, including the application of questionnaires and semi-structured interviews with the teacher responsible for assisting the student with hearing impairments. The results show that the greatest difficulties are related to a lack of communication accessibility, a scarcity of visual teaching resources, the absence of assistive technologies, and weaknesses in teacher training focused on inclusive education. On the other hand, the study revealed that the use of visual resources, the implementation of the Libras-Portuguese bilingual approach, the use of assistive technologies, and collaborative work between teachers, interpreters, special education support staff, and school administration are effective strategies for promoting inclusion. It was also observed that continuing education is fundamental for teachers to apply pedagogical practices appropriate to the needs of students with hearing impairments. It is concluded that effective inclusion requires institutional commitment, investments in infrastructure, and a change in pedagogical approach, guaranteeing real conditions for the participation and learning of all students