| dc.description.abstract | The deaf school has its historical construction marked by controversy and ambiguity,
and the deaf education today, a topic with global media coverage. The school gained
prominence deaf as it proposes different standards of education and aimed at
understanding the so-called "deaf world." So its construction and management differ
from school listener in different and diverse aspects. (Dorziat, 2009). Thus, the
assessment of how concepts such as construction of deaf identity and knowledge of,
for and about the deaf built inside and outside the school environment and the ways
in which school management proposes extending these concepts is needed in
that predominance world is listening, so many myths and preconceptions are not
infrequently used to do a reading on the representativeness and importance of deaf
school. In research aimed to analyze the processes that underlie the construction of
deaf identity, deaf school management and forms of community participation in
school listener type of school.Accordingly, to better understand how these tests are
given to research investigated how parents and guardians are being entered in the
deaf school management, ways that deaf school has found to provide a greater
share of this portion of the school community in the daily life of the institution . Thus,
the analysis did semi-structured interviews with managers, parents and guardians,
from under the post-structuralist approach in education to understand that this
component allows a better understanding not only of the principles and purposes of
research, but the means and meanings in them contained.(TURCHIELLO,
2009). The study was conducted in a school for the deaf in the city of Santa Maria,
which serves also deaf in the region during the turn that the present subject
willingness to participate in such work. You could say that the school has made
efforts to ensure that parents and guardians seek to be included in school life, learn
about the deaf, seek their legal rights and understand the issues of difference deaf,
but some of the solutions still seem to be palliative and outside realities experienced
by the family of students served by it. Similarly, parents and guardians have sought
to understand and participate in the school community as a whole, but still minimized
and sometimes unaware of the importance of their deeds and attitudes toward school
and student body served by it. Thus, the paths to be the school and the school
management can still be made as long and laborious, but the first steps have been
taken in search of the effectiveness of democratic education in deaf education. | |
