O Atendimento educacional especializado para estudantes surdos e deficientes auditivos na Rede Municipal de Ensino de Manaus-AM

Abstract

This thesis, in education, based on the general objective of analyzing the specialized educational service for deaf and hearing impaired students in the Municipal Education Network of Manaus, guided by the specific objectives: Identify, in international and national documents, the specialized educational service for the deaf and hard of hearing students; verify, in the Special Education Policy of the Municipality of Manaus, legal and educational subsidies for deaf and hearing- impaired students, and; to examine, at the Municipal Department of Education of Manaus, the actions and services of curricular complementation of the specialized educational assistance for deaf and hearing impaired students. The research is qualitative, bibliographical and documental in nature, with semi-structured interviews, carried out at the Municipal Education Department of Manaus (Semed/Manaus). The collected data were analyzed using the technique of content analysis based on Bardin (2011), supported by the base epistemology of the Marxist tradition, anchored in Historical-Critical Pedagogy, in addition to authors from the field of Special Education, respectively, such as: Marx (1973, 2002, 2004, 2007), Saviani (1999, 2011a, 211b, 2013, 2015, 2018, 2019), Barroco (2011), Duarte (2013), Fonte (2011), Martins (2011, 2015), Jannuzzi (2012), Mazzotta (1982, 1987, 2011), Carvalho (1997), Bueno (1998, 2011, 2013), among other authors. The analysis was based on the specialized educational service offered by the municipal administration to students with hearing loss as a service that meets the dictates of neoliberal inclusion, guaranteeing access and a minimum of social well-being; however, without granting pedagogical support services so that these students can access content produced by human society. The subjects participating in this research guaranteed that there is a linguistic policy of respect for the languages spoken by students with hearing loss at Semed/Manaus; however, Libras users students do not have linguistic accessibility in any educational space of the municipal teaching network in Manaus. The thesis denounces the lack of knowledge by managers and executors of the area of Special Education modality of municipal norms guiding the inclusion of the target public of Special Education; shows that professionals interpret deaf and hearing impaired students through a biological bias, focusing on auditory acuity, and reveals the existence of three types of students with hearing loss enrolled in municipal schools, namely: 1) Portuguese-speaking users with cochlear implants; 2) Libras users and 3) deaf students without institutionalized mother tongue; among the three types, only the first has pedagogical support that meets its special educational needs. The results also pointed to the existing contradiction in the offer of actions and services of specialized educational assistance for students with hearing loss by Semed/Manaus: students using cochlear implants, even legally helpless, rely on actions and services to meet their educational needs special services, while Libras users, largely supported by national and municipal norms, do not have actions and services of specialized educational assistance that mediate the apprehension of cultural contents produced by humanity.