Tensions between public educational policies and school in(ex)clusion of deaf students: echoes of silence?

• Autor(a) principal: Calixto, Hector Renan da Silveira
• Data de Publicação: 2020
• Outros Autores: Ribeiro, Amélia Escotto do Amaral, Brasileiro, Tânia Suely Azevedo
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/14450
• topic: Políticas públicas educacionais; Inclusão; Surdo; Políticas públicas educativas; Inclusión; Sordo; Educational public policies; Inclusion; Deaf

This text is part of the field of discussions on how the school inclusion of deaf people has been contemplated by Brazilian public policies, since the Law of Guidelines and Bases of National Education (1996). Tensions between the letter of the legislative text and its forms of appropriation in school contexts are analyzed. Based on the principles of document analysis and content analysis, perceptions about the effectiveness of inclusive processes to improve the human condition of the deaf subject are discussed in the narratives of public school teachers in Baixada Fluminense/RJ. The results indicate that there is a perception of distance between public educational policies and their conditions of effectiveness, and there is a need for broader discussions involving the target audience of these policies, most of the times silenced. So, it is possible to understand the guarantee of fundamental rights, beyond the school, from the school.