Prática Pedagógica e Inclusão Escolar: O ensino-aprendizagem de um aluno surdo na escola regular

Abstract

The present study aims to analyze the pedagogical practice and methodological procedures used by a teacher of a regular class before a deaf student. To this end, we conducted a case study of a qualitative nature, in which the evidenced subjects were a teacher and a Deaf student. The locus of the study was in a state public school in the municipality of Natal / RN. The data collection techniques used were the direct observations of the field of study, in which we used the resource of the field diary for registration and a semi-structured interview consisting of ten questions that we made with the teacher. Subsequently, from the interview transcripts, we used the technique of content analysis. When using this technique, we classified in four categories that helped us to understand what was behind the interviewee's speeches. The categories were: A) The inclusion of the deaf, B) Teaching methodology, C) Absence of translator-interpreter, D) Evaluation. The results point out that there is indeed an advance in the insertion of deaf students in regular schools, however there is a very limited view of the role of the school and the teacher in relation to inclusion. Through the research we conclude that the conception of inclusion needs to be rethought and pedagogical practices reformulated in order to provide a legitimate inclusion.