Adriana Moreira de Souza Corrêa, Luberna Andrade Pinheiro Fernandes, Aparecida Carneiro Pires

Orientações curriculares dos estados do nordeste do Brasil para a educação inclusiva de surdos no ensino fundamental

Introduction

Orientações curriculares dos estados do nordeste do brasil para a educação inclusiva de surdos no ensino fundamental . Analisa orientações curriculares para educação inclusiva de surdos no ensino fundamental no Nordeste. Destaca a urgência de diretrizes explícitas para apoiar estudantes surdos.

Abstract

A pessoa surda participa de uma minoria linguística usuária da Língua Brasileira de Sinais (LIBRAS), interagindo e aprendendo através da visualidade. Por isso, as atividades oferecidas pela escola, precisam considerar essa particularidade de acesso ao conhecimento por parte desses estudantes. Diante do exposto, esta pesquisa teve como objetivo analisar as orientações para educação inclusiva de surdos presentes nos documentos curriculares publicados pelos estados do Nordeste brasileiro. Para tanto, foi feita a análise documental das nove orientações curriculares desses estados, publicadas entre 2018 e 2020, disponíveis na internet. Esses dados foram analisados em uma abordagem qualitativa, através da Análise de Conteúdo. Como resultados, identificamos que a abordagem dos documentos sobre a educação especial, educação inclusiva e a educação de surdos (profissionais, instrumentos e práticas), precisam ser explicitadas de maneira mais direta nos documentos.

Review

This paper addresses a critically important and timely topic: the curriculum guidelines for inclusive education of deaf students in elementary schools across the Brazilian Northeast. By focusing on a specific and significant linguistic minority, the study highlights the unique challenges and requirements for effective educational provision for deaf individuals who are users of Brazilian Sign Language (LIBRAS). The objective of analyzing official curriculum documents from the nine states in the region, published between 2018 and 2020, is well-defined, employing a robust qualitative methodology through document and content analysis. This approach provides a valuable diagnostic overview of the current policy landscape regarding deaf inclusion. The primary finding reveals a significant shortcoming: the curriculum documents exhibit a lack of explicit detail regarding special education, inclusive education, and, critically, the specific requirements for deaf education. This vagueness extends to crucial aspects such as the roles of professionals involved, necessary pedagogical instruments, and recommended practices tailored to visual learners. While the abstract does not delve into the causes of this oversight, its implications are profound. Such an absence of clear, direct guidance can lead to inconsistent implementation across schools, inadequate preparation and support for educators, and ultimately, an insufficient and inequitable educational experience for deaf students, whose distinct linguistic and learning needs demand explicit and well-articulated consideration within the curriculum. Overall, this research offers an essential snapshot of the policy framework for deaf inclusive education in Northeast Brazil. Its findings serve as a vital call to action for policymakers and curriculum developers to review and revise existing guidelines, ensuring greater clarity, specificity, and alignment with best practices for deaf education. Future research could usefully build upon this diagnostic work by exploring the practical impact of these non-explicit guidelines in the classroom, investigating the factors contributing to their current formulation, or even proposing models for more comprehensive and explicit curriculum development tailored to the unique linguistic and cultural needs of deaf learners.

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