Compondo sentidos sobre a inclusão do aluno surdo: as percepções dos sujeitos envolvidos no processo

Abstract

The objective of this study is to identify the perceptions and the meanings composed by subjects involved in the process of inclusion of a Deaf student in a public school in the city of Uberaba, Minas Gerais State. In order, to achieve this, we came across the following research problem: what are the situations caused by the inclusion of a Deaf student in the public-school system and what are the perceptions and the different meanings composed by participants involved in this process? This study was based on the theoretical assumptions of ethnographic research, so we used as data collection instruments: observation, questionnaire applied to listening students, semi-structured interview recorded with adult participants who work in several school departments and semi-structured interview filmed with a Deaf student, using the Brazilian Sign Language; summing 32 participants in total. As the theoretical basis for the study related to the Deaf education, we highlight the contributions of Quadros (1997, 2004), Lacerda and Góes (2000), Goldfeld (2002), Fernandes (2000, 2003, 2012), Skliar (2006), Glat (2007), Machado (2008), Dorziat (2009); to enrich the problematization about inclusion, we used Turetta (2006), Mazzotta (2008), Abramowicz and Rodrigues (2013), Santos and Lacerda (2013) and Carneiro (2017). We analyzed the data collected during the research through the Vygotskian cultural historical theory and for the analysis of the content we used the contributions of Bardin (2016). As a result, we conclude that the research contributed to the discussions that involve the inclusion of the Deaf student topic. We understand it is fundamental to reflect about the challenges and possibilities of inclusion of the Deaf by considering the perceptions of the professionals who participate effectively in this process, it is also important to get to know the anguishes, the fears, the weaknesses, the necessities, the feelings, the representations that emerge in the daily interactions, for it could help the reformulation of assumptions, understand better the concepts, the conducts and attitudes that will possibly point towards the existence of plural ways in relation to inclusion developed from varied perceptions of subjects involved in this process and not simply by the impositions of educational legislation.