Planejamento participativo inclusivo para ensino de surdos na Educação Profissional e Tecnológica: diretrizes pedagógicas entre docentes e tradutores e intérpretes de Libras

Abstract

This research aimed to analyze the effects of how the adoption of inclusive pedagogical guidelines, aimed at teaching planning, as an Educational Product (EP), produce in the conduct and performance of activities aimed at Deaf students in the context of Professional and Technological Education (EPT). The literature shows that there are exclusionary barriers for these students related to the lack of specific teaching training for this type of teaching, including EPT. Allied to this, the lack of collaboration between teachers and Sign Language and Portuguese Language Translators and Interpreters (TILSP) has been a present aspect in relation to teaching planning, which has minimized or extinguished pedagogical support appropriate to the educational needs of students. Deaf people in EPT and restricting the role of (TILSP) in this process. To this end, a Systematic Literature Review (RSL) protocol was drawn up in order to select works associated with the theme within the scope of dissertations defended in the Professional Master's Program in Professional and Technological Education (ProfEPT). This activity aimed to gain an in-depth understanding of inclusive teaching practices, specifically aimed at Deaf students. Thus, allowing us to get to know these Deaf students and their particularities and their specific educational needs in this educational context. Subsequently, a proposed method was presented with an exploratory, descriptive study and a qualitative approach for conducting this investigation. It consists of 03 (three) exploratory stages and uses specific instruments for collection, such as questionnaires and semi-structured interviews. The context of the research developed was at the Federal Institute of Pernambuco (IFPE) with the participation of teachers, TILSP and Deaf students. For data analysis, qualitative content analysis is used following steps such as: pre-analysis, selection of questionnaires and interviews, exploration of the material and treatment of results. The results pointed out, through participants' indications, the difficulties encountered by them in this type of teaching in the context of EPT. From this, it was possible to understand the context of the theme explored for the elaboration of the main indicators as relevant in the construction of the Educational Product. The EP is a Digital Book that presents 5 guidelines for participatory and inclusive teaching planning aimed at teaching Deaf students in EPT. The EP was evaluated by 13 experts on the subject, according to 3 (three) axes: Conceptual, Pedagogical and Communicational. The evaluation results signaled acceptance according to the needs of its target audience and show clear potential for applicability in inclusive teaching practices aimed at Deaf students at IFPE and in other educational contexts.