| dc.description.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. | |
