Narratives of professionals who work with deaf children in school inclusion
DOI:
https://doi.org/10.26512/lc.v20i42.4302Keywords:
Inclusion, Deaf Education, Narratives, Visual pedagogyAbstract
The National Policy for inclusive education (MEC, 2008) proposes school inclusion for students with disabilities, global development disorders and high skills/giftedness. However, the inclusion of the deaf in school, with good results in learning, has been a great challenge. This article is a clipping from a survey where the strategy of visual pedagogy in education for deaf students was used. The teachers, an interpreter and a professional in urban cleaning, who worked at school and communicated in sign language with the students, were interviewed. The narratives here analyzed revealed ambiguities and tensions experienced by professionals who deal with inclusion in their daily lives.
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