Ensino de Libras para crianças surdas na Educação Infantil: estudo de caso em uma escola municipal no interior do estado de Goiás - Município de Pires do Rio

Abstract

The inclusion of deaf people in the school context is a topic of great importance for education, with marked outspread in the development and social and professional insertion of the deaf person. Language acquisition and literacy in pounds is an especially important process, so supporting primary schools so they have the structure and qualified professionals to guide the child in the teaching-learning process, inserting parents as much as possible, is essential. In view of this scenario, the objective of this dissertation was to investigate qualitatively how literacy and the teaching and learning process of pounds, of a deaf child, took place in a section of Early Childhood Education (Jardim I) in a public city school de Pires do Rio in the State of Goiás, Brazil. To this end, documentary analyzes and observations of daily life, infrastructure, and pedagogical structure, classes and specific care moments with a deaf child were carried out at the public-school Dr. Natal Gonçalves Araújo. Interviews were also conducted with school teachers, directly linked to the student's language acquisition process, in order to understand their perceptions and desires about teaching pounds in this phase of education, as well as understanding what they believe would contribute to improving the process teaching-learning with deaf children in the context of the school under analysis. Throughout the study it was possible to monitor and observe various activities carried out with the deaf student, such as: interaction with other students; moments of learning through playful activities (such as “hopscotch” and “look at the snake”); food and food name in Libras; use of cards and caps with letters, numbers, colors and mathematical principles in Libras; collage of papers with geometric shapes; and parts of the human body. It was observed that the school spaces are degraded, with old paintings, damaged furniture, but the environments are always decorated and clean. In relation to resources, there is an enormous precariousness, absence of games and teaching materials, and those that exist are damaged and hamper their use in teaching practices. It is believed that pedagogical practice would be facilitated if there were investments in resources, both for the provision of environments and spaces suitable for students, as well as for the provision of didactic and pedagogical games. It was found that there is no specific space for the classes of specialized educational assistance, nor a professional designated to provide this assistance, which harms the teaching-learning process of students targeting special education. Finally, it is believed that the investment in hiring specific professionals from special education, school resources and infrastructure, is urgent and, despite the great effort of school professionals, the teaching-learning process of the deaf child, as well as others children who need specialized care, would be better and would contribute more to the development of these children.