The challenge of implementing professional and technological education inclusive for deaf: the route of the federal institute of sergipe

Abstract

This research aims to foster the discussion on the implementation of inclusive professional and technological education at the Federal Institute of Sergipe (IFS), facing the challenges of deaf people. The case study was used as a methodological approach, having as a procedure the data analysis through the application of semi-structured questionnaires with 92 people, being: 12 deaf students, 67 teachers of deaf students from various courses and 13 Brazilian Sign Language interpreters (Libras). The results point to significant adaptations in the teaching methodology by the majority of teachers, in addition to the perception of the teaching staff that the learning of deaf students takes place in a different way, requiring the use of visual resources to better understand the contents taught. However, the research showed that the fact that enrolled deaf students are sharing the same school space as listeners does not guarantee them effective access to learning experiences. The research presents significant evidence that teacher training is an aspect that deserves emphasis when addressing the theme of inclusion, which is an indispensable requirement to carry it out. Despite advances in Brazilian legislation in recent decades, there is still a lack of public policies that favor the specific training of teachers, aiming at the permanence and success of deaf students.