Percepções e sentidos da politica educacional de surdos em Uberlândia/MG

• Autor(a) principal: Amorim, Lucio Cruz Silveira
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/18125; https://doi.org/10.14393/ufu.di.2015.463
• topic: Educação; Surdos educação; Educação inclusiva; Política e educação; Políticas de Inclusão; Surdo; Processo de escolarização; Include; Deaf; Process Schooling Policies; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This is a master's study, developed in the Postgraduate Diploma in Education UFU Program. The study aims to analyze the inclusive policies with regard to schooling processes of deaf students in the city of Uberlândia, realizing how the municipal education has been organized to offer regular teaching these students, from 2002 to 2014 . We question, though, in that timeline, as is the continuing education of teachers in the municipal to work in schooling processes of these students, and what conditions are being offered the accessibility of this group of students investigated. To this end, this research is a qualitative study, whose theoretical basis strives for socio-cultural and educational approach, marked by authors such as Skliar (1998) Tables (1997) Lacerda (2002) and Silva (2012) and as regards the inclusion policies carried out analysis of statements and legal documents that support the inclusion of deaf students in mainstream education. Subsequently, interviews were conducted with deaf students, teachers and managers of two schools of the Municipal Network of Uberlândia, in sign language, videotaped, then transcribed in Portuguese. From the information collected, it was found that currently the mainstream education - inclusive education - usually detrimental both in teacher training when the curricular organization and school structure to receive deaf students, highlighting difficulties in implementing the education policy bilingual for the deaf in this city. Despite legal advances in recent decades, we realize, through this research, not just legislation guaranteeing the enrollment of deaf students for the same is included, the insertion process of this student in regular education permeates language barriers, qualification professionals involved in the educational process, teaching materials, flexible curricula and assessments that contemplate the specifics of these students. So without the necessary conditions for learning of these students, they have committed their permanence and school success.