A compreensão das professoras pedagogas de escolas bilíngues e inclusivas do município de Fortaleza-CE sobre a escola “ideal” para surdos

Abstract

The offer of the “Inclusive” and “Bilingual” models for the Education of Deaf People opened a space for questioning between coordinators and teachers: What is, in fact, the “ideal” schooling model for deaf people? Therefore, the general objective of this work is to investigate the understanding of pedagogue teachers about the different schooling models for the deaf person: the bilingual school, the inclusive school, and the special school. A qualitative approach was chosen for this investigation. Bibliographic surveys were carried out, consisting mainly of books, scientific articles, legislation, documents and works. Then, for the field research, we chose to work with a semi-structured interview. Three schools were selected, two bilingual schools and one inclusive; two pedagogues from each school participated in the interview. All the teachers managed to list in their speeches that deaf people were people capable of learning and, in fact, what made this process difficult were the materials, the lack of school structure and the lack of professionals deaf people in schools and they pointed out in a way similarly, that the “ideal” school for deaf people should have mainly deaf teachers to interact with students and facilitate the learning of sign language.