Inclusão de alunos surdos na escola regular
Resumo
Este artigo desenvolve parte dos resultados de uma pesquisa, financiada pelo CNPq, realizada no Estado do Rio Grande do Sul, acerca das condições pedagógicas e linguísticas dos alunos surdos matriculados em escolas públicas e particulares. Desenvolve análises referentes às regiões do Vale do Rio dos Sinos e da Serra Gaúcha. Os dados sobre matricula, séries de ensino, condições das escolas e dos profissionais envolvidos com alunos surdos foram obtidos através de planilhas preenchidas por profissionais das Coordenadorias de Educação do Estado, Secretarias Municipais de Educação e escolas. Na análise, constatamos que 66 municípios possuem alunos surdos em 50 escolas públicas e particulares. Quarenta e três escolas trabalham com a inclusão de alunos surdos, sendo que, na maioria, não há profissionais (professores e interpretes) com formação para o trabalho. A partir de outros autores, o artigo discute as “realidades escolares” e algumas necessidades básicas para promover a inclusão dos surdos sob outras bases educacionais, linguísticas e pedagógicas.
Palavras-chave: Educação de surdos; Inclusão; Língua Brasileira de Sinais; Intérpretes de LIBRAS.
The inclusion of deaf students in a regular school
AbstractThis paper describes some results of an investigation, supported by CNPq and in progress in the state of Rio Grande do Sul (Brazil), about the pedagogic and linguistic conditions of deaf students in public and private schools. The authors develop the analyzes in two specific regions of the State: Vale dos Sinos (Bells Valley) and Serra Gaúcha (Sierra Gaucha). Some school data — as admission, grades and school and professional conditions — where supplied by the schools and bureaucratic sectors. The results show that 66 municipalities have deaf students in 50 public and private schools. Forty three schools works in a model of inclusion of deaf students; in most of these schools, there is no specialized personal in deafness or deaf education. Frommany authors, the paper discusses the “school realities” and some basic necessities to promote the deaf inclusion in different educational, linguistic and pedagogic manners.
Key words: Deaf Education; Inclusion; Brazilian Sign Language (LIBRAS); LIBRAS Translators
Palavras-chave: Educação de surdos; Inclusão; Língua Brasileira de Sinais; Intérpretes de LIBRAS.
The inclusion of deaf students in a regular school
AbstractThis paper describes some results of an investigation, supported by CNPq and in progress in the state of Rio Grande do Sul (Brazil), about the pedagogic and linguistic conditions of deaf students in public and private schools. The authors develop the analyzes in two specific regions of the State: Vale dos Sinos (Bells Valley) and Serra Gaúcha (Sierra Gaucha). Some school data — as admission, grades and school and professional conditions — where supplied by the schools and bureaucratic sectors. The results show that 66 municipalities have deaf students in 50 public and private schools. Forty three schools works in a model of inclusion of deaf students; in most of these schools, there is no specialized personal in deafness or deaf education. Frommany authors, the paper discusses the “school realities” and some basic necessities to promote the deaf inclusion in different educational, linguistic and pedagogic manners.
Key words: Deaf Education; Inclusion; Brazilian Sign Language (LIBRAS); LIBRAS Translators