Banca de DEFESA: ILZAMAR DA SILVA MAGALHÃES

VISUAL PEDAGOGICAL PRACTICES INVOLVING DEAF STUDENTS: TEACHERS’ SPEECHES IN THE EDUCATIONAL CONTEXT IN BOA VISTA, RORAIMA

Education of the deaf. Specialized Educational Service. Inclusive education. Visual practices. Deaf.

The present research aims to analyze how teachers' speeches emphasize visual pedagogical practices involving deaf students, in the educational context of Boa Vista, Roraima, taking as a research field, teachers from a bilingual polo school and a specialized center in the area of deafness in the municipality of Boa Vista, RR. This research has a qualitative descriptive approach in relation to the speeches of teachers working in the Specialized Educational Service at CAS and teachers of deaf students at a bilingual hub school in the Municipal Education network of Boa Vista, RR. The analysis took place under three categories: the perceptions observed in the speeches of teachers working at CAS/RR and in a bilingual hub school, regarding the visual pedagogical practices used by them in serving deaf students; Libras, deafness, communication and the interaction of deaf students; Visual pedagogical practices and Libras in the training and learning of deaf students. It was possible to verify that the discourses that teachers emphasize in relation to visual pedagogical practices involving deaf students, in the present research, focuses on bilingual education with the aim that students develop their linguistic, cognitive and social skills, based on their particularities. To this end, it is important to recognize that the inclusion of deaf students in bilingual schools is part of the perception of accessibility and the linguistic and cultural rights of deaf students. And in this sense, the inclusion of deaf people in the school environment needs to be seen as an investment so that deaf or not deaf subjects, when they leave school spaces, are able to participate and be, as one of the research collaborators mentions, “protagonist of their life in society”.