The pedagogical practices of Basic Education teachers and their contributions to the learning of deaf students

Abstract

This work aims to investigate the pedagogical practices developed by teachers in the initial years of Elementary School, in a context of inclusion of deaf and hearing people. The research was carried out in a regular public school in the city of Vitória da Conquista-BA, using a qualitative, descriptive approach as a methodological option. The research revealed that the teachers investigated develop pedagogical practices with few adaptations aimed at the linguistic specificity of these deaf students, demonstrating that the planning of educational actions continues to be prepared, primarily, for hearing students, an apparently homogeneous group. In this way, this research led us to reflect on the necessary conditions to include deaf people in the educational system, especially in relation to learning and language development, as a way of guaranteeing the real conditions for them to be effectively included in the school environment.