Os desafios e barreiras das ações educacionais em relação aos alunos surdos matriculados em escolas básicas: um estudo bibliográfico

Abstract

The approaches to the teaching of Brazilian Sign Language (Libras) in elementary schools have been manifested, especially by the scenario of Deaf Studies that starts from research on understanding deafness as a political and cultural difference that involves intercultural relations among the deaf, the perception of inclusive public policies and the strengthening of understanding about the relevance of sign language. Thus, this paper aims to analyze, from literature studies, the challenges and barriers found in pedagogical practices for the inclusion of deaf students enrolled in basic schools. A qualitative methodological approach was used. Theoretical assumptions related to research on Deaf Education were used as a basis. Regarding the technique of investigative instruments, we opted for document analysis, from bibliographic studies. With the analysis of the data obtained, it was possible to discuss that the insertion of sign language teaching practices in basic schools, especially in the face of the relationship between linguistic interaction, through communication, pedagogical practices and strategy in teaching resources, show some challenges and barriers encountered that relate to the very organization of education systems that have difficulties to contemplate the assumptions of a bilingual education for the deaf. Consequently, the presence of a deaf student in the school context triggers the production of meanings about their subjectivities. This work concludes by indicating the importance of realizing that the area of deaf education needs a look at the investment in continuing education, that is, in the training of teachers, in the evaluation process and strategy of teaching resources. For there to be an inclusive education, Libras needs to be understood, recognized and valued in the basic schools of our country.