PROPOSAL FOR THE INCLUSION OF DEAF STUDENTS IN REGULAR FUNDAMENTAL EDUCATION: SOME CONSIDERATIONS ON TEACHING ACTION

Abstract

In Brazil, the historical movements that drove the proposals for school inclusion of people with disabilities are relatively recent and are in constant (re) construction. A major issue concerns teacher training and the impact that teaching can have on the success of this process. It therefore seems necessary to know how to implement a proposal for inclusion in school life. The objective of this study was to analyze the teaching practice of three teachers in view of the school inclusion proposal of a deaf student in regular elementary school, characterizing the actions carried out, through the observation of the classroom context and semi-structured interviews with the students. teachers. The analysis of the data, of a qualitative nature, considered factors such as the training of teachers, the infrastructure offered by the school, the conceptions and actions that the teachers presented related to the inclusion of the deaf student. The results indicate that issues involving teaching, teaching practice and conceptions related to school inclusion, need to be identified, discussed, analyzed and made available to education professionals in order to contribute to a more coherent and effective teaching practice. It was evidenced in the study that the contradictions of the school inclusion process reflect the multiple meanings conferred by teachers to the teaching and learning process, to the point of influencing and, sometimes, determining teaching actions.