Acessibilidade e inclusão escolar de estudantes surdos: um estudo de caso numa escola pública de Valença do Piauí

Abstract

The school inclusion of deaf students is one of the major challenges of contemporary education, requiring not only access to school but also effective conditions for participation, learning, and development. This study aimed to investigate the pedagogical practices, accessibility resources, and the school inclusion process of deaf students in a municipal public school located in Valença do Piauí, Brazil. The research was grounded in the principles of inclusive and bilingual education, as well as in Brazilian legislation that guarantees access to education, school retention, and the recognition of the Brazilian Sign Language (Libras) as a fundamental right. The methodology consisted of a qualitative field study conducted within the context of the school inclusion of deaf students in a municipal public school. Data were collected through structured questionnaires administered to ten participants, including the school management team, mainstream classroom teachers, a sign language interpreter, and teachers from the Specialized Educational Assistance (AEE) program. The data were subsequently analyzed using thematic analysis. The findings revealed significant progress, including the provision of a sign language interpreter in the classroom, the support offered through the Specialized Educational Assistance (AEE) program using visual teaching materials, and the teaching staff's recognition of the importance of school inclusion. However, the results also identified barriers that hinder the consolidation of the inclusion process, such as the lack of collaborative planning among mainstream classroom teachers, AEE teachers, and the interpreter; the shortage of adapted teaching materials; and the occurrence of ableist attitudes. The study concludes that inclusion in the institution has been successfully established in terms of physical access and the provision of support services. Nevertheless, further progress is needed to achieve pedagogical, communicational, and attitudinal accessibility, which are essential conditions for ensuring the full participation and learning of deaf students