A valorização da participação familiar ouvinte na gestão escolar: a inserção do surdo

Abstract

The deaf school has its historical construction marked by controversy and ambiguity, and the deaf education today, a topic with global media coverage. The school gained prominence deaf as it proposes different standards of education and aimed at understanding the so-called "deaf world." So its construction and management differ from school listener in different and diverse aspects. (Dorziat, 2009). Thus, the assessment of how concepts such as construction of deaf identity and knowledge of, for and about the deaf built inside and outside the school environment and the ways in which school management proposes extending these concepts is needed in that predominance world is listening, so many myths and preconceptions are not infrequently used to do a reading on the representativeness and importance of deaf school. In research aimed to analyze the processes that underlie the construction of deaf identity, deaf school management and forms of community participation in school listener type of school.Accordingly, to better understand how these tests are given to research investigated how parents and guardians are being entered in the deaf school management, ways that deaf school has found to provide a greater share of this portion of the school community in the daily life of the institution . Thus, the analysis did semi-structured interviews with managers, parents and guardians, from under the post-structuralist approach in education to understand that this component allows a better understanding not only of the principles and purposes of research, but the means and meanings in them contained.(TURCHIELLO, 2009). The study was conducted in a school for the deaf in the city of Santa Maria, which serves also deaf in the region during the turn that the present subject willingness to participate in such work. You could say that the school has made efforts to ensure that parents and guardians seek to be included in school life, learn about the deaf, seek their legal rights and understand the issues of difference deaf, but some of the solutions still seem to be palliative and outside realities experienced by the family of students served by it. Similarly, parents and guardians have sought to understand and participate in the school community as a whole, but still minimized and sometimes unaware of the importance of their deeds and attitudes toward school and student body served by it. Thus, the paths to be the school and the school management can still be made as long and laborious, but the first steps have been taken in search of the effectiveness of democratic education in deaf education.