Alteridade surda e aprendizagem: possibilidades frente à inclusão na escola do campo

Abstract

The present work entitled “Deaf Alterity and Learning: Possibilities for Inclusion in Rural Schools” problematizes: How is the teaching and learning process of a deaf child included in the rural school context in Santa Maria/RS? Its main objective is to verify the school learning of a deaf child included, analyzing the possibilities in the teaching exercise facing the inclusion in the rural school in Santa Maria/RS. As specific objectives to investigate the methodology used by teachers during the educational process of this child. This is a ten-year-old deaf student who is attending the 5th year of Elementary School, in a rural school in the city of Santa Maria/RS. Pedagogical Opinions and Observations made and recorded in a Field Diary, by the author of this TCC, were used as an instrument for the research. The data for analysis of the study were collected during the pedagogical practice of the Supervised Internship - area of deafness, carried out at the same school, locus of this investigation. As a result of this investigation, first of all, it is necessary to understand the process of school inclusion of deaf alterity. It is necessary to observe the entire context that involves student learning and use the appropriate resources and methodologies for this purpose. Understand how the student appropriates these resources during the school trajectory, as well as the teaching methodology used, which guarantees and legitimizes an education focused on the difference and potential of the deaf. Therefore, there is a need to use sign language as a language of interaction and instruction and written Portuguese as a second language. Perhaps, it is possible to include the subject who lives the visual experience, in the context of the inclusive school. For this to be effective, it is necessary for the listening community to master the visual spatial language. It is considered that the data revealed in this study can drive further research in the field of education for the deaf, especially school inclusion, contributing to knowledge and new challenges in this field of activity.