Communication between a deaf student and a hearing teacher in a regular classroom: reflections about the challenges of inclusive education in a public school in the state of Maranhão – Brazil

Abstract

Considering that inclusive education is an urgent matter in educational policies worldwide, this study is about communication between a deaf student and a hearing teacher in a regular classroom. Weaving reflections on the challenges of inclusive education in a municipal school in the state of Maranhão (Brazil), with regard to teacher training, as well as teaching methodologies. Aiming to discuss inclusion from communication between a hearing teacher and a deaf student during Portuguese language classes, taught in a regular classroom in a regular school. For this purpose, it was necessary: a) research the history of deaf students education; b) investigate, based on observation and application of a questionnaire, the communicative resources used by a deaf student and a hearing teacher in a regular classroom; c) highlight the impact of communication between a deaf student and a hearing teacher in school performance, emphasizing the importance of teacher training for the teaching-learning of a deaf student. It was carried out a basic field research, with a qualitative approach, under the theoretical framework of Skliar (2013), Quadros (2019), Campos (2021) and Damacena (2021). It was used a questionnaire applied to the teacher of a regular classroom. It was found that communication between a deaf student and a hearing teacher in a regular classroom occurs with difficulties. It is possible to highlight the lack of specific training of a hearing teacher and the absence of LIBRAS (Brazilian Sign Language) interpreter. It is therefore concluded that despite the current official documents, the education of the deaf students still faces pertinent challenges, with regard to a teaching that contributes to the inclusion of deaf students.