Inclusão escolar para surdos na perspectiva da educação bilíngue

Abstract

This study investigates the inclusion of deaf students in schools through a literature review on the legislation and history of bilingual education in Brazil. In addition to the literature review, interviews were conducted with two bilingual teachers (Portuguese/Libras) working at a bilingual school in the municipality of Itumbiara, Goiás. The research explores the challenges faced in the inclusion of deaf students and the teaching methodologies applied to promote inclusive and quality education. Regarding the methodology, a qualitative approach was used in the field stage, with case studies based on interviews with the two bilingual teachers as the primary source of data collection. The literature review covers the history of deaf education, legal aspects of inclusion, and bilingual education guidelines. The results highlight the central role of Brazilian Sign Language (Libras) in the socialization and learning process of deaf students, as well as the need for continuous teacher training to address the specific demands of this community. Despite observed progress, the study concludes that there are still significant challenges to achieving full inclusion of deaf students in the school environment.