Educação e diversidade: o perfil do estudante surdo no estado de Goiás

Abstract

The debate on the education of people with deafness takes on new outlines based on legal recognition, with Libras Law 10.436 / 2002, as the language used by the Brazilian deaf community. The difficulties encountered by deaf people in different social spaces, especially at school, need to be better known and overcome in order to direct the implementation of public educational policies and guide other measures in the field of inclusion. Thus the objective of this work is to present a profile of the deaf population residing in Goiás State, as well as to make a brief diagnosis of the school situation of deaf students enrolled in basic education in the State of Goiás. The theoretical perspective that will illuminate the achievement of the research is based on the concepts of difference, inequality, diversity and identities articulated to the theme of education, supported by the theoretical contributions of authors such as Rocha (1988); Silva (2000); Mantoan (2003); Skliar (2003); Barros (2006); Pimenta (2010); Abramowicz, Rodrigues, Cruz (2011); Carvalho (2012). We will use as a methodological strategy quantitative research based on data from the Population Census prepared by the Brazilian Institute of Statistics (IBGE) for the year 2010, as well as data from Educacenso produced by the National Institute of Studies and Educational Research Anísio Teixeira (INEP ) for the year 2017. The data were analyzed using SPSS qualitative research software, whose functionalities allow to make a series of combinations, as well as the construction of graphs, tables that facilitate the visualization and interpretation of the results. The data analyzed allow us to support the hypothesis that, although many advances have occurred in the educational process of deaf people, it is still necessary to invest in inclusive policies that allow deaf students to stay and succeed in educational spaces.