Pedagogia inclusiva?: a percepção do(a) discente surdo(a) no contexto do IFRN

Abstract

Despite the existing laws define guidelines regarding the specialized educational services to people with special educational needs in regular schools, respecting the diversity found in the classroom and taking into account the particularities of each, research found that implementation of inclusive practices in regular schools it is still a major challenge. In Campis the IFRN have people Center with Special Educational Needs (NAPNEs) which aims to develop actions in order to guarantee access and persistence of students with special educational needs in vocational education, however these inclusive actions have been developed sporadic and isolated way. In order to perform a diagnosis of the perception of deaf students in IFRN in relation to their social inclusion, an exploratory research with a qualitative approach with the deaf IFRN students was held. To carry out this study used a questionnaire composed of nine open questions he intended to analyze the student of the respondent profile, expectations about the inclusion of deaf students in IFRN, the perception of deaf student on inclusion practices, and suggestions for improvement the inclusion of deaf students at the institution where the research takes place. Respondents reported during the research that tried several times to get through to the IFRN Macau and several deaf colleagues not managed to even enter the IFRN due to difficulties in the selection of IFRN process. The results of this research allowed to observe many of the difficulties that deaf students have been facing throughout the scope of IFRN such as exclusion and discrimination by some teachers and peers, lack of methodologies adapted to the deaf community, lack of communication with students , teachers and servers in general, lack of interpreters to assist their learning and communication with the other sectors of the institute, little knowledge of the school community with respect to pounds and knowledge about inclusion. Despite all the difficulties faced by students with respect to their effective inclusion in the educational environment specific actions without continuity they have been carried out by the Campus to offer a more inclusive education. Therefore, the fact that the deaf student attending the institution (IFRN) and be assisted by Libras interpreter does not guarantee full access to the demands of teaching and learning from the perspective of social inclusion. However, further studies evaluating the perception of teachers with regard to the inclusion of deaf students in the classroom are needed to study could bring great contributions to improve the performance of NANPNEs in IFRN.