A formação e a concepção docente sobre a inclusão do educando surdo no município de Uberaba

Abstract

This study, entitled "Training and teaching conception about the inclusion of the Deaf student in the municipality of Uberaba" proposes to understand what kind of teacher training educators have and the conception of inclusion educators who work with deaf students in their classrooms, in regular schools, in two public schools in Uberaba, Minas Gerais also have. The research, with a qualitative approach, was carried out in Uberaba, Minas Gerais, from March 2016 to December 2017, in two public schools of the basic education network, with six hearing educators and five deaf students as subjects. The instrument applied was the semi-structured audiovideo interview for the educators and filmed for the students. The theoretical foundation on teacher education in Brazil relied mainly on the contributions of Saviani (2009), Tanuri (2000) and Brzezinski (1999). As for teacher education for Inclusive Education, it was based on Lacerda (2006) (2014), Mantoan (2003), Glat (2000) (2003) and Skliar (1997) (1998). With regard to the inclusion of deaf people in regular education, this study was constructed with the contributions, mainly, of Lacerda (2006) (2014), Campos (2014), Quadros (2005) (2011), Skliar (2005) and Honora (2014). For the analysis of the data, the technique of Content Analysis, proposed by Bardin (2016), was used by means of categorial analysis. The results indicated the existence of problems in relation to the inclusion of the deaf, mainly in relation to the methodological aspects adopted by educators and the fragility and precariousness of the teacher training educators get, whether initial or continued, for Inclusive Education. Demonstrated, therefore, the need to strengthen initial and continuing teacher education, either through curricular changes of the training courses or through actions implemented by the Secretariats of Education, emphasizing the theme of Inclusive Education and specifically the education of the Deaf in a more emphatic way. It is suggested that this study contributes significantly to debates and discussions on Inclusive Education, regarding teacher education and the inclusion of Deaf people in regular education, pointing out possible ways to improve the Education of the Deaf, in an inclusive perspective, in Brazil.