Os desafios dos estudantes surdos no ensino médio

Abstract

This study addresses the topic "The Challenges Faced by Deaf Students in High School" and seeks to answer the following research question: considering the current context of school education for deaf students, how can schools improve pedagogical support and student follow-up? The research aims to reflect on the main obstacles faced by deaf students, with an emphasis on the educational and social barriers that hinder their inclusion. The theoretical framework is based primarily on Capovilla (2021), who emphasizes the role of Brazilian Sign Language (Libras) in the learning process, and Coelho (2001), who analyzes public policies for inclusion. To contextualize the issue, the study presents a historical overview of deaf education in Spain and Brazil, from the modern period (16th century) to the present day. This is a bibliographic study based on a literature review of inclusion policies in Portugal and Brazil, teaching methodologies used with deaf students, and case studies reported by specialists in the field. The analysis reveals the shortage of Libras interpreters, lack of accessible materials, inadequate teacher training, and resistance within school environments to diversity. The findings suggest that full inclusion depends on the effective implementation of public policies, investment in accessibility, and the ongoing awareness of the school community. This work reinforces the urgency of building an educational system that is truly equitable and inclusive.