INCLUSIVE EDUCATION POLICIES FROM THE PERSPECTIVE OF TEACHING THE DEAF IN THE MUNICIPALITY OF IGARAPÉ-MIRI/PA, BRAZIL

Abstract

The debate on the issue of school inclusion policies is current and involves reflection on the groups that have been located in discourses of social exclusion and reflection on the right to education of groups that have been excluded from this right. In this sense, this research aimed to understand what inclusive public educational policies exist for teaching deaf people in the Municipality of Igarapé-Miri/PA. The research follows a qualitative approach as it does not allow already formed concepts to influence the research, so we use document analysis as a technique. The theoretical framework is based on studies of the right to inclusive education and public policies for the deaf. The data demonstrate that the Municipality has planned teaching to serve Deaf students and is adhering to MEC programs as a promoter of inclusive special education for Deaf people. Furthermore, the data reveals that the city was covered by the Programs: Right to Diversity, Accessible School, Implementation of Multifunctional Resource Rooms, Accessible School Transport and Direct Money at School. The research also finds that compared to the number of schools in the Municipal education system, there are few schools in the municipality that offer Specialized Educational Services. Therefore, it became clear that the State's educational programs were crucial for the Municipality to structure its inclusive education policy for the Deaf. However, the city has few regulations on the education of Deaf people, so it is necessary to pay attention to policies for school inclusion of deaf people since education is a dynamic process and demands new organizations and local actions in the face of new questions from deaf people.