EDUCAÇÃO INCLUSIVA NO ENSINO MÉDIO: A Realidade dos Estudantes Surdos

Abstract

This study aims to analyze the main pedagogical challenges and the structural factors of curricular accessibility that interfere with the permanence and future prospects of deaf students in high school. The research seeks to understand the methodological, linguistic and institutional barriers present in the process of schooling of this public, considering the importance of the Brazilian Sign Language (Libras) and bilingual pedagogical practices for the effectiveness of educational inclusion. It is a qualitative research approach, exploratory-descriptive, developed through an integrated literature review, including academic productions related to public policies, teacher training, curricular accessibility and pedagogical practices for deaf students. The results show that school inclusion is still limited, in many contexts, to the physical insertion of students in regular classrooms. The persistence of methodologies focused on orality, the insufficient training of teachers, the absence of co-planning between teachers and interpreters of Libras and the scarcity of scientific terminologies in Libras are important barriers to learning. It is concluded that the implementation of inclusion requires continuous teacher training, collaborative planning, accessible pedagogical resources and bilingual educational practices that