Abstracts Education

Inacessibilidades despercebidas: a quebra das barreiras existentes na inclusão de estudantes surdos: Unnoticed inaccessibilities: breaking existing barriers in the inclusion of deaf students

by Rosecleide Orozimbo Harada

This research is developed within the scope of the Graduate Program in Inclusive Education - PROFEI of the Faculty of Science and Technology - Paulista State University "Júlio de Mesquita Filho" - FCT/UNESP and is inserted in the Research Line: Training Practices and Processes of Educators for Inclusive Education and aims to identify existing communication barriers in the education of deaf students and organize a training proposal for education professionals in a way that contributes to the minimization of these obstacles. Therefore, a qualitative approach was chosen through which the bibliographic and documentary method was adopted. Considering the investigated object, seven procedural stages were developed, which include the planning and implementation of a training process organized from the analysis of the history of education for the deaf, the analysis of the obstacles experienced by education professionals and reflections on the demands of collaborative work in the face of Inclusive Education. As results achieved: it was identified that the obstacles go beyond communication and they pervade the lack of interpreter translator, lack of adequate materials, lack of an educational intervention proposal. It was evident that the lack of knowledge of the attributions of educators, translators, interpreters and specialist teachers has prevented the educational advancement of deaf people and hindered the process of access and permanence of deaf students in regular schools. It was found that when the first needs to develop specific knowledge, the second interprets, providing accessibility conditions and the last acts in a complementary way in the activities carried out in the regular classroom. For the construction and systematization of the formative process, an instrument called matrix was used, which helped in the systematization of the main elements. They are description of scenarios, content, links to material resources and description of activities. The scenarios were constructed from situations experienced by the researcher, that is, they are real scenes, moments in which unintentional exclusionary acts on the part of the school community were perceived. These were organized from learning trails and were grouped into five modules. They are: Historical Conceptualization and Legislation - Teacher Training; Training and the role of the Educational Interpreter; Deaf Identity, Language and Culture; Clinical-therapeutic view; and Education of deaf and hearing students. It is concluded that the inclusion of deaf people needs to be based on collaborative work. In addition, it is considered that everyone needs to appropriate communication and pedagogical skills that help in the inclusion of the deaf student in all environments of the educational institution, because when communication happens, therefore, interaction will enable development. Only in this way does the school become an environment without communicational barriers and inclusion takes place.