Análise do processo de inclusão escolar de uma aluna surda na disciplina de química do ensino médio

Abstract

This work was aimed to analyze and discuss how have been given the process of inclusion of a deaf student in a state network public school in the Paraná state, especially in the scope of chemistry subject of the high school, such for the perspective as for the teacher. Therefore, interviews were made with a high school Chemistry teacher and her deaf student from a public school of the regular net of education in a medium size city from interior of Paraná state which belongs to the Regional Education Nucleous of Campo Mourão. It is a case study of a qualitative approach that used semi-structured interview scripts as a source of data collection. The analysis was based on references that discuss special education, the school inclusion and Chemistry Teaching, as well as hearing loss / deafness, especially. For the organization of the data were used the data triangulation techniques and creation of analytical categories. They are: (1) Formation and conceptions of the Teacher and student about the school inclusion process, (2) Working conditions for the development of school inclusion and (3) Facilities and difficulties found in the teaching-learning process. From the obtained results, it was possible to observe contradictions between the conceptions of both participants, which shows the disagreement and misunderstandings still present in the school inclusion process. In addition to conceptions, working conditions were also evidenced, reflecting the need for more organic public policies that address internal and external problems in school and the complex teaching-learning process. We consider the School Inclusion as a complex process that requires cyclical and systemic actions aimed at the service of clear educational goals and consistent with a true democratization of education in real terms, not just formal.