O surdo no contexto escolar inclusivo e o ensino de libras para ouvintes numa abordagem sociointeracionista

Abstract

Deaf education is still a challenge. It is common to face the lack of accessibility and academic and professional failure of these students. Many advances occurred after the legitimation of sign language as a language. Many achievements in public policy also brought students to classrooms, in regular schools, in the so-called inclusive schools. And here is the point we propose to discuss. There are a large number of deaf people from hearing families who come to educational institutions without knowing a language, which puts them at a disadvantage compared to hearing students. Another point is that the use of sign language by these students is often restricted only to interaction with the Libras interpreter, meaning that there is often no interaction with their peers in the classroom. Specifically, the purpose of this paper was to propose a teaching action that would reduce communication barriers and promote interaction between deaf and hearing students, highlighting the positive and negative aspects of this practice. The data were analyzed from an interpretative qualitative look, obtained through an action research in a state public school, with the 5th grade B class, through the Libras classes inserted in the Portuguese language discipline. The work is based on the perspective of sociocultural (Vygotsky) or sociointeractionist theory as proposed by Goldfeld (2007) of interaction for language development associated with inclusive education practices. For the development of the research we sought theater support as a pedagogical instrument, in the communication for the teaching of Libras and in the collective work between the conducting teacher, the performer and the deaf teacher. In practice we could see that there is acceptance and interest about the Libras discipline and about the presence of the Deaf teacher in the construction of an interactive and inclusive environment. It is expected that the work will serve as a basis for the construction of new works that seek to contribute to the improvement of inclusive education.