As delimitações metodológicas na Educação de Jovens e Adultas (EJA) voltadas a inclusão dos surdos, a partir do processo de ensino/aprendizagem em uma escola estadual do município de Moita Bonita, Sergipe

Abstract

Nowadays, schools have sought to develop the inclusion of students with special educational needs in order to provide an egalitarian education and, consequently, contribute to the construction of a fairer and democratic society. In this sense, the initiatives of this action have been supported and guided by government efforts, in order to insert all students in the school. Thus, a new educational scenario has been adjusted with the insertion of these students in regular classrooms, because this perspective corresponds to new challenges for teachers who now need to consider the presence of those reputed to be “different”, however, inducing the implications that this entails in their pedagogical methodologies. The reflection about the exercise of this educational reality, also present in the Education of Youths and Adults (EJA), is necessary. In view of this, we are interested in knowing how the educational body is organized, as well as whether teachers received and receive training in accordance with the implementation of practices that address the linguistic difference of deaf students, how they see and act the face of differences, and identify themselves some difficulty in terms of the inclusive context. Therefore, with the objective of knowing these aspects, we carried out interviews in a state school in the municipality of Moita Bonita, Sergipe, which has a deaf person included in the Youth and Adult Education. In the meantime, we obtained information that showed evidence of the absence of exclusive and functional educational methods that contemplated all the students involved in the process, that is, the reported information showed that the class model was focused on the listeners, showing the absence of principles and educational values, in line with learning corresponding to the needs arising from the deaf student. Educators see the student as complete individuals and their practices promote a critical reflection of the difficult reality of this student and they identify themselves as actors and authors of their historical, socio and cultural process in which communication and the process of knowledge construction takes place in dynamic way, as in a make-believe.