Relação entre professores de educação física e alunos surdos em escola regular e especial da educação infantil

Abstract

The school physical education enables teachers, working not only with the body, but also with all the experiences, provided the students better prepared to enter into society. In the case of children with hearing impairment to physical education should be an integrative discipline that can bring deaf and hearing working key issues for the development of both students. This descriptive qualitative methodological study aimed to analyze how the communication during physical education classes in early childhood education between student and teacher in a mainstream school and a special school and thus analyze aspects such as learning and communication and vision physical education professional as their training. For the research were chosen for the study a deaf student in mainstream school and a special school students and their teachers of Physical Education in Early Childhood Education. It was observed that in both regular and special schools for deaf communication between student and teacher, however the regular school sometimes the student did not receive all the information for lack of a fully effective communication. Learning in the regular school also presented difficulties when compared to special school. Still, in an interview with the teachers has been argued that both feel hampered by the lack of practical experience with disabled during graduation. Studies in this area are important to establish discussions about inclusion and the inclusion of deaf students in regular or special school.