Educação inclusiva: uma análise sobre o processo de inclusão do aluno surdo nas escolas públicas de Tocantinópolis

Abstract

The research sought to trace the process of inclusion of deaf students in public schools in the municipality of Tocantinópolis, with emphasis on the importance of the translator-interpreter of Libras-Português - TILSP and the consequences that their absence may have on the academic life of deaf students. The objective is to realization map the number of deaf or hearing impaired students enrolled in public schools in Tocantinopolis compared to the number of TILSP employees or contractors. As methodological procedures, the research is characterized by a qualitative approach, with bibliographic and documental characteristics. Using as a resource for data collection a survey at the Tocantinópolis Department of Education and a questionnaire with the TILSP. The legal provisions that provided theoretical support for this work were Law no 10,436/2002 that makes official Libras as a legitimate language of the deaf community and its regulation by Decree no 5,626/2005, which among several guidelines presents the criteria for training professionals who will work with the education of deaf students. The problem studied was to know, because even after 17 years of the Law regulating Libras and the mandatory presence of TILSP in the educational fields, it is still possible to identify schools with deaf students enrolled and who do not have the presence of the professional TILSP, so what implications this absence may have for the academic life of this student? From the results obtained, we can see that the training of professional translators and interpreters of sign language is very recent in the Brazilian context, so the professionals working in this area are not sufficient to meet all the demands of the Brazilian population. It was also observed that there is a misunderstanding regarding the role played by TILSP in the educational field, especially regarding its role in the classroom. It was noticed that for its hiring on a state level there are requirements that in thesis do not guarantee that the professional who will work in the school institution is qualified for proficiency in translation-interpretation, however the lack of this specialist should not be seen as an option, as it has much to contribute to the inclusive education and academic training of the deaf student, so it is understood that for its capacity, a higher education is relevant that will give subsidies for its work and consequently improve the translation-interpretation skills. Therefore, TILSP needs to be valued, because together with the teacher they are responsible for helping the deaf student in building knowledge.