Educação inclusiva e Instituto Estadual Tiaraju: uma discussão necessária

Abstract

The present search, result of a work for the Course of Specialization in Institutional Psychopedagogy of Santa Maria’s Federal University realized in 2005, it is a study of case of qualitative stamp, about the actions of Education of the Tiaraju State Institute for effective the deaf students’ inclusion in the educational space. They were subject of the research eight teachers of the regular teaching (a director, two vicedirectors, three teachers of the normal course, two teachers of the initial series) and the deaf students’ of the special class of this school family. In the Theoretical Referencial I highlight the evolution of the special education through the times, the ways of the education of deaf in the world, the trajectory of the deaf in Brazil, the deaf and the educational abordations the history of the deaf in San Sepe and the public politics – guidelines for the Special Education. The collected datas, through semistructured interviews were analyzed and transcribed by the interviewer. In agreement with the participants’ of the research depositions (family and teachers), some important subjects emerged. Discovery of the Deafness; the Communication of the Family with the Deaf; the schoolarization of the Deaf and the Difficulties found by family. The teacher before the concepts integration/inclusion; the perspectives in relation to Inclusive School – Actions and Difficulties; the deaf student in the regular school – perspectives and actions. In the subjects interviewees’ speech, I evidenced that the process of Inclusion begins from the student’s birth with SNS, the walk for a Inclusive School is influenced by countless aspects they be it contemplated inside of the regular schools by its teachers and in different wider educational and social dimensions opportunyting resignify concepts, values and practices, provoking true ruptures in the way of to understand and to conceive the differences among the human. Being like this, I propose some possible forms of redimension forms the teachers’ practice and the relationship among the countless people that, in a direct orr indirect way, they participate of the process of the deaf student’s inclusion in the educational space to regulate, among them the conscious and open discussion, more objective information to the parents and teachers and mainly courses and reflexive studies to make a quality education for everybody.