As fragilidades encontradas na inclusão do surdo na rede regular de ensino em Governador Valadares

Abstract

This article is part of an investigation into the weaknesses in the process of inclusion of deaf people in mainstream education in municipal schools and private Governador Valadares. For both were involved teachers of deaf students who participated in semi-structured interview in which the statements were analyzed. The data indicated weaknesses that occur in the school identified as deaf as ignorance on the subject of a different culture, thus causing a reductionism of the educational implications of the right of the interpreter and the use of sign language between it and the deaf students. The difficulty of interaction between teacher and deaf is another weakness, because the teacher did not dominate the LS has just transferred its role as intervenor in the process of teaching and learning for the interpreter recognizes the uncertainty about the role of different actors involved. They also highlight difficulties with curriculum adaptations, active participation of the deaf with respect to literature, arts, events and activities that promote the construction of deaf identity. The reflection contributed to rethink about inclusive practices involving the deaf, trying to identify the weaknesses in the process inclusive and thereafter raise arguments that allow this process to rethink the organization seeking attitudes and educational curriculum changes that actually promote inclusion of deaf students and enable them to recognition and deaf cultural practice, constructing their identities without feeling inferior or limited compared to the listeners.