Memórias de escola : olhares dos surdos sobre a educação inclusiva

Abstract

This study addresses the inclusive education offered to the deaf in the city of Rondonópolis and their perspective about it. The defense of the inclusion is justified by the failure of the segregationist model of Special Education and by the importance of the interaction with the difference for human development. However, Deaf Studies, coming from deaf and listener doctors, appoint questions about the way the inclusion has been accomplished. The aim of the research is to comprehend which ideals and values are present in the memory narratives of the deaf about the inclusive education offered to them, in such a way as to comprehend their limits and possibilities of emancipation, as well as reveal the education which they wish for. For this purpose, it was sought to comprehend the educational context of the deaf in the city of Rondonópolis and analyze their narratives of the memories, their perceptions and the ideological values about inclusive education and problematize them in the light of the perceptions of deaf doctors from Brazil, through the Open Letter from Deaf Doctors to Minister Mercadante, in order to understand the limits and potentials of emancipation of inclusive education. The theoretical-methodological path used for analysis of the memories is based on the of Ecléa Bosi, Walter Benjamin, Halbwachs and Eagleton, to understand the ideals, social and cultural values, which are also analyzed based on the Discourse Theory of Bakhtin, with its concepts of ideology, dialogism and polyphony, which relate the materiality of the language and the social conditions of its production. The conception of education which this research defends is based on the authors of the Critical Theory, mainly Adorno, to think about an educational model which is emancipatory and of human development. The methodology utilized were document research to comprehend the educational context and semi structured interviews to collect the narratives. In an analysis of the Open Letter it was perceived a movement against the way in which the inclusive educational model is constituted, in regular schools of listener majority, and a defense of inclusive education of deaf in bilingual schools or bilingual classes. A mapping conducted in the city determined that the education of the deaf is granted in regular inclusive schools, with lack of professional interpreters and few deaf students included in relation to the demographic census. The narratives of the deaf about their inclusive educational period reveal the desire to be with the listeners, but their experiences are marked by prejudice, educational and subjective limitations, in a way that the deaf do not see themselves in fact included. It is viewed that the possibilities of an inclusive education which really emancipates is more aligned to the defense of the deaf doctors through schools or bilingual classes. It is concluded that inclusive education, as it is set, excludes more than it includes the deaf, and that inclusion should be thought of (and always defended) also from the perspective of the deaf, in order to consider their necessities and effectively include to humanize and emancipate.