A adequação do currículo para alunos surdos em escolas comuns de Goiás: entre o prescrito e o realizado
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2014-08-29
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Universidade Federal de Goiás
Resumo
In this paper, we assessed curricular adaptation for students with hearing impairment in common
schools in the state of Goiás. Since the 1988 Federal Constitution, in Brazil began a movement of
school democratization, which gained more expressivity with the introduction of especial education.
The inclusion of impaired children in common school has provoked debates, both regarding advocates
and opponents to this educational modality in regular schools. Several issues arose, such as: How to
teach such students? Must the curriculum, the axis of the educational process, be the same for
everyone? In the study, we made a documental analysis, based on publications of the Ministry of
Education, having as theoretical reference Vigotski (1983) and his studies concerning the learning
process of children with impairment. We also carried out a historical analysis of the education of
children with hearing impairment in accordance with Goldfeld (2002). We understand that diversity is
a reality that school longs for simplify each day. Thus, in order to analyze inclusive school, we looked
for writers addressing this theme in literature, such as: Mantoan (2009); Raws (1981); Moreira,
(2010); Dubet (2008); Esteve (2004). In a globalized world, it is undeniable the power of whatever is
decided by international organizations, namely, the World Bank, UNESCO, UN, for the elaboration of
educational public policies directing school actions. Globalization, with its implications in the
educational process, is addressed here based on Sacristán (2007), besides the aforementioned authors.
Other issues involving this topic were assessed in this paper, such as: teacher’s education, the
prescribed curriculum, bilingual education, as well as concepts inherent to plurality constituting
society, like difference and equal opportunities. Aiming at investigating how school articulates
curriculum in the education of students with hearing impairment in Goiás, we considered necessary to
research curriculum in Brazil from its very beginning and development to the understanding of
diversity at the present. In this study, we based on Moreira (1990, 2010) and Sacristán’s assumptions
(1998). In order to complement documental analysis, we investigated two inclusive schools in
Goiânia. We verified whether what is expressed in the Pedagogical Political Project is contemplated in
the teachers’ planning, according to governmental guidelines and theoretical foundations of inclusive
education. We found out that since the beginning of inclusive education to the present days, curricular
proposals have drastically been changed for students with hearing impairment and that the obstacles
faced by the common educational systems also affect students with impairment. What is determined
by the legislation is not always what happens in fact in common inclusive schools. Educational
practice occurs under school material conditions and human resources, which concerning inclusive
education, has gaps that hinder the quality of education. We verified that, the prescribed curriculum is
often substituted by the hidden curriculum discussed in this paper.
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PEREIRA, Glaucia Resende Marra. A adequação do currículo para alunos surdos em escolas comuns de Goiás: entre o prescrito e o realizado. 2014. 165 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2014.