School Inclusion and Collaborative Practices with Deaf Students in Mainstream Schools

Abstract

Collaborative practices allow all professionals to participate in the schooling processes of students who make up the Special Education audience, practices that constitute a larger field and not limited to teaching, including planning and all actions that go beyond systematized teaching. The objective of this research was to understand the perception of general education teachers on the constitution of inclusive education, with regard to collaborative practices. The research, of a qualitative, post-structuralist nature, used narrative interviews with teachers working with deaf students. The empirical materialities were analyzed from the perspective of discourse analysis with Foucauldian inspiration. The study points out that: 1) there is a lack of coordination between Special Education professionals, translators/interpreters and regular education teachers; 2) there is a lack of training for collaborative practices; 3) the lack of some Special Education professionals and Libras interpreters recreates exclusionary practices. Therefore, it is clear that educational policies and the common school system, although they provide the inclusion of everyone in the same environment, end up reverberating exclusionary practices. Finally, it is concluded that despite the opportunity for deaf students to participate in regular schools, neglect, stigmatization and labeling affect deaf students.