Práticas educativas de atendimento às pessoas surdas em unidades de saúde

Abstract

Health institutions do not always adopt inclusive educational policies and practices to enable full care of people in recognition of their specific needs, as is the case of deaf people who use Libras as the first language for their communication. The present study starts from the perspective of the pedagogue's action as a social educator, with capacity to plan and follow the development of educational practices in the care of deaf patients in the health units. The theoretical reference of the research is based on the works of Brandão (2007), Caliman (2006), Cofferri and Nogaro (2010), Gorette and Rodrigues (2017), Libâneo (2007), Parcerisa Aran (2008), Sant' Anna et al (2010), Souza Neto (2010) to study educational practices in the perspective of social education. The concept of non-formal education is studied from the contributions of Gohn (2001, 2006, 2009), Pereira (2003) and Trilla (2008). In the context of deaf culture and Libras, the study is supported by the theoretical contributions of Calderón (2014), Perlin and Strobel (2014), Strobel (2006, 2008). As a temporal delimitation for the bibliographic review, Law No. 10,436 of April 24, 2002 provides for the right of deaf people to have adequate care and treatment in public institutions and concessionaires of public health care services. The study shows that the initial training courses for health professionals should include the teaching of Libras and deaf culture, since the hiring of interpreters in Libras does not solve all communication difficulties between health professionals and deaf people and also does not avoid all the risks of embarrassment regarding the confidential matters of each deaf patient. The research shows that health units are non-formal educational spaces, whose activities and services require the work of pedagogues in the planning and development of educational practices and methodological strategies that favor human formation, the teaching-learning relationship, social inclusion and effective communication between health professionals and deaf people.