LIBRAS E A INCLUSÃO NO CONTEXTO ESCOLAR DO ALUNO SURDO.

Abstract

The present study aims to bring the understanding of the reality of the student's inclusive process, its challenges in teaching and learning. Its realisation was given by establishing of the characterization of the use of Libras with deaf students at school; Explanation of the process of inclusion of the deaf pedagogical relationship, research of the level of interpretation of the deaf student; identification of the tensions that occur in relations between communication and understanding of Libras with deaf students and teacher. Descriptions of how the dynamics of Libras interferes in the ‘communication and understanding of the subjects. For this research was used the inductive method, through semistructured interview. The theoritical foundation were designed from records and annals inferring the needs of the deaf in Brazil. The investigations and research were informed through of interviews where it was possible to make an analyses of the practices observed in the interviewee’s speech. We understand that this survey resulted in awareness about the process of inclusion the deaf student at school. Paticipated this research: students, supervisors, guides, lunch ladies, caretakers, yard inspectors, doorman, teachers and principal. Thus, various points of view towards a cohesive change about inclusive education. In this investigation, we verified that the education of the deaf, the way it is being offered, does not reach the proposed objectives. We believe that only through bilingual education is possible the effective inclusion, yet, the inclusion of the deaf with regular students in harmful those.