Os processos inclusivos de estudantes migrantes surdos em escolas da Fronteira Seca Brasil/Paraguai

Abstract

Taking into consideration the linguistic diversity present in the social and school context of border cities and thinking about the hearing impaired people who still have another language of communication, this dissertation has the general objective of characterizing the educational practices related to inclusive education in general and particularly for deaf migrant students from Paraguay, included in a school of the border city of Ponta Porã. We believe that education is a basic and fundamental right for a fairer society, and that is where inclusion begins and in a special way when the attendance to people with disabilities is mixed with other problems derived as the communicational barriers of access to the learning itself. The study was carried out from the perspective of inclusion, based on the Cultural Historical Theory, considering the importance of social relationships in human development and the use of mediating instruments that enable a meaningful teaching-learning process for students. The methodology used was the case study focused on a public school in the city of Ponta Porã with two deaf migrant students, based on the qualitative descriptive research, organized in two stages: one of documentary nature with analysis of the Political Pedagogical Project (PPP) and lesson plans of teachers, and the other of data collection through systematic observation and structured interview conducted with teachers of Portuguese Language, Mathematics, History and Geography, who work with deaf migrant students enrolled in classrooms of 4th and 7th grade. From the theoretical foundation and analysis of the PPP four categories of analysis were built: Identification of students with disabilities, specifically deaf students and deaf migrants; General plan to meet the target audience of Special Education; Inclusive educational practices found in the research and educational care to deaf students and deaf migrants, and the last two, after the analysis of lesson plans and interviews were subdivided into four subcategories: Planning/presentation of information/access to content, Resources, Methodology and Evaluation The results showed that there is little record about the identification of public target students of Special Education (PAEE), as well as no record about deaf migrant students; there are broad and very diverse theoretical notes in actions about a general plan of care to PAEE, but nothing in a concrete, meaningful or detailed way; The inclusive educational practices found do not portray real actions of inclusion, appearing in an improvised way among the resources and methodologies, derived from the teachers' difficulties to work with deaf students, but in the interviews and observations some inclusive actions are found in the occasional teaching practice or with the intention of solving a problem. The plans still, organized for all students, do not have a clear proposal for attendance to diversity. The educational care for deaf students and deaf migrants appears in an introductory way, with the insertion and use of sign language by some teachers in the teaching-learning process, the use of elements aimed at the care of students with human resources, interpreter and even the regular teacher, and materials such as tutoring or counter-shift, but still face challenges, because the responsibility of adapting materials and assessments, as well as the teaching process itself remains in charge of professional interpreters. A light of hope opens when observed that there is a potential of planning, although theoretical, but if developed could create a school with inclusive educational practices and some concrete actions, very valuable for inclusion, but isolated and without planning that organized could offer a service focused on learning for all.