Legislação e inclusão escolar: uma prática de gestão em classes especiais em uma escola regular de ensino

Abstract

This final work of the Educational Management Graduate Course (EAD/UFSM) addresses the management practice of deaf education in special classes, which happens in a private and philanthropic school in the city of Sapiranga(RS). In my research I have intended to make the description and analysis of the practice of special classes of deaf which happens for 21 years and see how teachers are positioned in front of the new laws of inclusion. The school maintains the education of the deaf in special classes opposing to the new draft laws that demand and treat deaf education as inclusive. In terms of methodology, it is a qualitative research, which was developed from the speech of teachers, through interviews. During the research I pointed out elements that contribute to a school practice of special classes remained nowadays, in this school, the data collected through the interviews reveal that although there is a legal framework for the inclusion of deaf students, actually it does not happen in this school. New teachers in this area, think about the possibility of inclusion, but their ideas are left aside by the ones who work there for a long time. The practice in deaf education is still subject to disagreement about what would be the best for deaf education: special classes with the guarantee of trained professionals with Brazilian Sign Language, but would instead deprive of communication with students and these listeners feel the need to learn Brazilian Sign Language in order to communicate with deaf students, or inclusion. Finally, I point that speaking deaf students education, the permanence of special classes or the implementation of the inclusion of these in regular classes involves a process of long-term construction, study and reconstruction of concepts.