Déborah Nogueira Araújo e Pio
AUTHOR: Déborah Nogueira Araújo e Pio
TITLE: CURRICULUM AND DIFFERENCE IN SPECIAL EDUCATION IN AN INCLUSIVE PERSPECTIVE. (CURRÍCULO E DIFERENÇA NA EDUCAÇÃO ESPECIAL EM UMA PERSPECTIVA INCLUSIVA.)
ADVISOR: Prof. Dr. Vanderlei Balbino da Costa.
DEFENSE DATE: 02/28/2018
ABSTRACT:
Brazilian education is currently undergoing one of its biggest changes, regarding its structure and functioning. We witnessed in 1996 the enactment of the National Education Guidelines and Bases Act (9394/96), which for the first time instituted a specific chapter on special education. Rumors show us changes that frighten us, such as the possible approval of the Common National Curriculum Base (BNCC), the reform of high school among others and none of these emphasize special education from an inclusive perspective. Given this scenario, we decided to discuss the process of inclusion of deaf people in the spaces of regular education. Along those lines, our research problem was: the deaf student in regular school and the curriculum in an inclusive perspective. Thus, we decided to pursue the following objectives: To reflect historically on people with disabilities, as well as legal and referential documents related to the theme; discuss initial and continuing training in mainstream schools; analyze if the curriculum proposed by the educational system has been contributing to the process of inclusion in diversity; discuss the importance of bilingual Portuguese education/pounds in inclusive schools; observe if the legislation is being complied with in the pedagogical practices of the school in front of the inclusive student; reflect on the barriers that prevent the school from being effectively inclusive. Our theoretical framework was based on authors who discuss education, teacher education, the constitution of the curriculum for the inclusion of deaf people, the formation of sign language interpreters, as well as their work with deaf students enrolled in the common school. Our choice was for qualitative, bibliographic and documentary research, since we use official documents such as decrees, laws, resolutions, conferences, guidelines and others. Our concluding remarks have shown us that it's necessary to invest heavily in the initial and continuing education of current and new teachers, as they are unsafe to work in schools where students with disabilities are enrolled, in this case especially deaf students.
