In/Exclusion Processes: Trajectories, Tensions and Challenges of the Deaf Education in Chapecó/SC

Abstract

The present work has as theme Deaf Education. In order to know the trajectory of Deaf Education in the city of Chapecó/SC. It is characterized by a qualitative approach and initially starts from a bibliographic analysis of theses and dissertations of the BDTD of the IBICT. The Focal Group presents itself as the main methodological strategy for structuring research and building data for analysis. The research subjects are listening to teachers who worked in the public education system, in Deaf Education, and who actively participated in the construction/development of policies aimed at this modality of teaching. As a result, it was found that the historical processes are not far from actions taken at the national and world level, such as the emphases of the three philosophies (orality, total communication, and bilingualism). Also noteworthy is the emergence of resuming discussions for a National Bilingual Education Policy, for the construction of an inclusive bilingual school, which receives all students, respects the linguistic rights of the deaf, and that the processes of teaching and learn.