Desafios de uma professora na educação de uma criança surda em Cajazeiras - PB.

Abstract

This monograph discusses the challenges faced in the teaching and learning process of children with hearing impairments in regular education and highlights the importance of a historical-cultural perspective and inclusion to promote more meaningful and effective education for these students. The research problem revolves around understanding the challenges faced by professionals working in the mediation of education for a child with hearing loss. The main objective of this work is to investigate how the educational mediation process of a deaf child occurs in a regular classroom. The specific objectives are: to analyze the support provided by public policies to promote an inclusive educational process for deaf children in regular education; to identify the challenges faced by the teacher and the Libras interpreter in mediating the education of a deaf child; and to analyze the pedagogical practices adopted by the teacher and how the Libras interpreter collaborates to facilitate the deaf child's access to and understanding of the school content. This research is exploratory in nature and adopts a qualitative approach. It was conducted at a municipal school in Cajazeiras/PB through semi-structured interviews with a regular education teacher of a 2nd-grade class who teaches a deaf child, as well as with the Libras interpreter who mediates communication in the socialization of the deaf child. Based on the research findings, the need for professional training and adequate resources was evident, so that teachers can adapt assessments and meet the individual needs of students with disabilities, promoting inclusion and raising awareness to create a more accessible and welcoming learning environment. The disparity in educational perspectives between the teacher and the interpreter highlighted the urgent need for more specialized training and institutional support for teachers working with deaf students, as well as a re-evaluation of inclusive pedagogical practices.