A avaliação diagnóstica em larga escala e os alunos surdos: limites e possibilidades

Abstract

This paper presents an investigation of the diagnostic evaluation of learning of deaf students in a class of the second grade of elementary school in a public school in the city of Fortaleza. The school inclusion and access for deaf students in regular education challenge teachers to accept all students, in their subjectivity within a collective. Research of qualitative nature, in the form of a case study, as participants second-year teachers of primary education, participants at Literacy Program the Right Age – PAIC. Through observations to school, a questionnaire applied to teachers and the documentary analysis of the school Political Project Curriculum, it was possible to analyze how the diagnostic evaluation of learning interferes with the teaching action and learning of students. It is necessary to consider the specificities in the teaching of deaf children, as well as in the form that they are evaluated. Various factors underlie the careful teaching practices in education of the deaf. Since the use of LIBRAS as native language, of language space-vision, of teaching materials, writing in support, of the various activities that allow the integration of deaf children and listeners, to the awareness of the specifics of the deaf person in various social fields.