O trabalho pedagógico surdo na escola regular

• Ano de defesa: 2020
• Autor(a) principal: Silva, Lucas Romário da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Trabalho pedagógico surdo; Escola regular; Educadoras surdas e educadores surdos; Atendimento educacional especializado; Intérpretes surdas e surdos; Deaf pedagogical work; Regular school; Deaf educators; Specialized educational service; Deaf interpreters; Trabajo pedagógico sordo; Escuela regular; Educadoras sordas y educadores sordos; Asistencia educativa especializada; Intérpretes sordas y sordos; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18096

Several studies have shown the incapacity of regular schools to develop pedagogical actions towards deaf people, presenting absence of educational interpreters, inability in sign language, lack of interaction with deaf students, indifference and devaluation of the Brazilian Sign Language (Libras), absence of teacher training and of a curriculum for difference, among others. Given this situation, I carried out a qualitative research in regular schools in the city of João Pessoa-PB/Brazil, in which deaf educators worked in two areas: in the Specialized Educational Service (SES) and in regular classroom. Anchored in Deaf Studies, in conjunction with Cultural Studies of Education, I aimed to identify and problematize the forms of incorporation of deaf pedagogical work in regular school, considering deaf and listener educators in narratives. For this, semi-structured interviews were conducted with 30 (thirty) subjects who worked in seven primary schools. The subjects’ narratives pointed out that: the SES has been conceived as a support to the pedagogical work of listeners educators in regular classrooms and as a complement for students people, because it offers specific assistance to pedagogical practices developed in regular classrooms; and listeners educators in the regular classrooms have presented a dependency towards deaf educators who worked in the SES, justified mainly by the lack of training to work with deaf students. The research also exposed the conditions in which municipal schools included deaf educators to act as interpreters. Among them are: deaf educators did not have training in translationinterpretation, their wages were inadequate for higher education graduates; and, mainly, there were questionable means of linguistic use, considering that the translation and interpretation should be performed from oral language to sign language and vice versa (intermodal translation), highlighting the biological factor as a matter of deficiency. This arbitrary imposition to act as interpreters distorted the real nature of deaf pedagogical work, considering that it was based on listeners methodologies, not only violating the deaf autonomy and subjectivity, but also incorporating functions alien to teaching. The responsibilities that should be, officially, of listeners educators in regular classrooms were delegated to deaf educators, due to the absence of pedagogical, didactic, linguistic and cultural tools to work with deaf children, exposing the school’s curricular fragility to deal with differences, especially those of deaf students. The research, therefore, confirms the thesis that regular school, by presenting curricular, linguistic and pedagogical shortcomings with regard to the difference of deaf students, has incorporated deaf pedagogical work as a compensatory mechanism.