Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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FORMATION OF TEACHER FOR THE INCLUSIVE PROCESS OF DEAF PUPILS

DA COSTA, M. P. R. ; LEÃO, A.M.C.; DOESCHER, A.M.L.; CABRERO, R. C.
(Program of Pós-Graduacion in Special Education).
Federal University of São Carlos
piedade@power.ufscar.br

INTRODUCTION

            In the perspective of the inclusive education the formation of the professor, with sights to the pedagogical practical perfectioning of the most immediate one in the daily one of the classroom, becomes condition necessity so that such process occurs, being that this has provoked deep reflections in the educators and agencies of the government.   Changes with certainty are necessary, being that what is figured in expressiva way to if thinking all about the viability of the model of inclusive education for the country at the moment, the situation of the human resources, specifically of the professors of the regular classrooms, they effectively need to be enabled to transform practical its educative. The formation and the teaching qualification are imposed as main goal to be reached in the concretion of the educational system that includes truily to all (BRAZIL, 1999).   This requires action in all the instances particularly destined to the qualification of human resources, assuring that the resumes of the formation courses and qualification of professors are come back to prepare them to take care of pupils with deafness in regular schools (GLAT and NOGUEIRA, 2002).

            Glat (1998) affirms that educators frequently point that, in a general way, the courses of formation of professors work the theory, the didactics, but they do not conciliate these knowledge with the practical one.   Generally the resumes are far of practical the pedagogical, and they do not contemplate the preparation of the professor to enable it to work with the diversity found in classroom.   The mentioned author tells the necessity of the creation of conditions that provide to this professional a solid and integral qualification, capable to bring changes for pedagogical practical its, that allows it to work with the diversity of the student that arrives it is classroom.   For this a preparation is necessary technician, as well as an adjusted theoretical support, therefore, without these the professors will have to assume a together assistencialista position to the pupils with deafness, not having as to propitiate the necessary support to the development of these, isolating them thus, each time more of the social and pertaining to school context.

            One verifies in the National Plan of Education in Braxil (BRAZIL, 1998) and in the Law of Lines of Direction and Bases of Education (BRAZIL, 1996) that it has the concern in including in the resumes of formation of professors, in the levels average and superior, contents and you discipline that they make possible a preparation to these professionals for the attendance to the pupils with deafness.   It would carry in.º 1793/94 of the MEC (Ministry of the Education and Culture) recommends the inclusion of disciplines Aspectos Ético-Político-Educacionais of the Normalization and Special Integration of the Carrying Person of Necessities, mainly , in the courses of pedagogia and psychology (BRAZIL, 1994a).

The inclusion of you discipline relative to the educational necessities special in the formation of the professor of common education will provide same to the possibilities to identify and to take care of to the diversity in classroom, enabling it to exert it its autonomy in the decision and possible provision of resources less restrictive, seated in the objectives of its formation, thus constituting a conscience each evolved time more of education and human development (BUFFA, 2002).   However the text of this is necessary to define which disciplines, its objectives, summary and contents, in case that contrary does not have as to charge its development in classroom, neither that the distinct professors develop these such contents (PRIETO, 2003).

In relation to the preparation of the professors of regular education to take care of deaf pupils, Pedroso (2001) affirms that they are unprepared, therefore normally is unaware of relative basic questions to the deafness and the deaf pupil, for example, the characteristics of the process of learning and development of the language that the deafness causes.   According to cited author, the professors are unprepared to take care of deaf pupils compromises the performance of these, that are treated as listeners.   This contributes so that the deaf people have discrimination experiences, which if opposes to the implementation of an inclusive education.   He evidences yourself, in this way, the necessity in the formation of the professors of including and specific knowledge on the deafness, and indications of as to act with these pupils, in order to favor the learning academic.

            It is almost importance that the professor has an adjusted preparation to know as to act with the deaf people, in order to assist them in the academic learning, considering the effective inclusive educational scene.   Considering that the inclusion is a reality each more basic time becomes to develop procedures that make possible the analysis of the professionals who are acting in this process.   In this intention the present study it had for objective to analyze the formation and the preparation of the professor to take care of deaf pupils.       

MATERIAL and METHODS

Had participated of this research 16 teachers of basic education, of the nets of education public (state and municipal) and particular,   that acted in the regular rooms with deaf pupils.   The research was carried through in the city of Sâo José dos Campos/São Paulo, Brazil, São Paulo during the year of 2003.   The instrument used for the collection of data was a questionnaire with seven closed questions and one open one, with relative questions the formation of the professor to act with deaf pupils.   In relation to the data gotten in the instrument, the same ones had been organized for posterior accomplishment of the qualitative and quantitative analysis of the percentile data.

As for collection of data it was carried through first visits the schools in order to present the letter of information and term of assent to the responsible directors, and to request the authorization for the accomplishment of the research.   After the agreement of the directors had been set appointments the hourly days and in the schools where the contact with the professors was possible, without intervening with its academic activities.   In this first contact the letter of information and the term of assent to the professors had been presented, so that they had knowledge of that he would be boarded in the study, being that the authorization of the same ones was requested to participate of the present study.   The questionnaires were deliver to the professors, and after one week the devolution of the same ones to the researcher was requested.

RESULTS and DISCUSSION

In accordance with the National Curricular Parameters (Brazil, 1999) the formation and the teaching qualification, in such a way initial as continued, become necessary, so that the concretion of the educational system occurs that includes to all.   For in such a way, in accordance with Glat and Nogueira (2002), are necessary to assure that the resumes of formation and teaching qualification are come back to prepare them to act with these pupils in regular schools

However, it was verified in the present study that of the half of the professors (52.25% of these) at least had more not been guided how much the diversity of pupils that could have in classroom.   It is proven, in this way, that despite the quarrels regarding the inclusion, many educators are the pair of this subject, not having the had direction in its formation how much to this.

In relation to the preparation of the professors to act with deaf pupils, it can be verified that the majority (56,25%) of these professionals if does not feel able for takes care of them.   As the stories of the professors, observe that they who did not present enough knowledge on the deafness, what she indicates the limitation of the qualification of this professional to deal with the deaf pupil.   One still evidenced that the knowledge of the deafness attributed for the professors is of common sense, what it demonstrates the unpreparedness for the reality of the deficiency with which they will have to deal.     

Moreover, they had told if not to feel able to include pupils deaf.   The limitation of the teaching qualification to deal with the deaf person must the quality of the formation courses that, as it relates Bueno (1999), they do not contemplate you discipline and or relative contents to the educational necessities special, as much in average level as in superior level.   So that the formation enables the professor to deal with deaf pupils, between these deaf people, not only becomes necessary the inclusion of disciplines, but that chances to the professors to live deeply its are offered practical together professor to the pupils with different deficiencies, between them the deafness.

The MEC, through would carry nº 1793/94 (BRAZIL, 1994b), recommends the inclusion of disciplines ' Éthical-Politician-Educacional Aspects of the Normalization and Special Integration of the Carrying Person of Necessities ', mainly, in the courses of all graduation, but despite this requirement few courses of professors they have respected, what it has caused a formation of the professor without adjusted preparation to teach the pupils with deafness.

In this way, importance of courses directed to the professors is proven it to prepare them to act with pupils with deafness, between these, the deaf people.   As they mention Glat and Nogueira (2002) is necessary that these professionals are prepared by means of qualification courses.   However, in the present study the affirmation of Glat was evidenced that the professors have not presented adjusted preparation to act with pupils with deafness, confirming (1998) of that the educators point that the courses of professor formation do not conciliate the knowledge with the practical one, being that they do not contemplate the preparation of the professor to act with pupils with deafness. Therefore, Mazotta (1996) affirms that the inclusion of aspects is necessary or disciplines on these pupils.   As Buffa (2002) this will assist the professor to take care of the diversity in classroom.

            Had the great responsibility that competes to this professional, it is evidenced necessity to prepare them adequately, in order to enable them it to act with all the pupils, or without deafness.

CONCLUSION

The educational inclusion of pupils with deafness is guaranteed by law (BRAZIL, 1988), being that it is to have of the State to guarantee the pertaining to school education publishes, as well as attendance specialized to this population, preferential in the regular net of education.   One adds that the law n.º 9394 (BRAZIL, 1996) assures that the professors of regular education will be enabled to the inclusion of these pupils in the common classrooms.   To include pupils with deafness in common classroom without human resources for takes care of them adequately can imply only in a process that was not materialize.   Had to this, it is considered necessary to assure a formation, in such a way initial as continued, that it gives solid structure to the professors of regular classroom to act with deficient pupils, in order to promote a quality education.

So that the formation enables the professor to deal with pupils with deafness, the inclusion becomes not only necessary of disciplines, but that chances to the professors to live deeply its are offered practical together professor to the pupils with different deficiencies, between them the deafness.  

The necessity of better formation of the professors of regular education can be pointed, mainly considering the challenges of the effective inclusive educational scene, which demands qualified professional and chemical preparation for the diversity of the students one that it will find in classroom, therefore to think the educational inclusion of the pupils with deafness, with unprepared professors for such, is to be indifferent the education of these pupils.

BIBLIOGRAPHY

BRASIL. Constituição. Constituição da Republica Federativa do Brasil. Brasília, DF: Senado, 1988.

BRASIL. Ministério da Justiça. Declaração de Salamanca e Linha de Ação sobre Necessidades Educativas Especiais. Brasília: CORDE, 1994 a.

BRASIL. Ministério da Educação e do Desporto. Portaria n.º 1793, de 27 de dezembro de 1994, proposta de inclusão de ítens ou disciplinas acerca dos portadores de necessidades especiais nos currículos dos cursos de 2.º e 3.º graus. Diário Oficial (da República Federativa do Brasil). Brasília: Secretaria da Educação Especial.   n.º 246, p. 1-33, 28 dez. 1994b.

BRASIL Ministério da Educação e Cultura. Lei nº 9394, de 23 de dezembro de 1996. Lei que fixa as Diretrizes e Bases da Educação Nacional Brasileira. Brasília: 1996.

BRASIL. Ministério da Educação e Cultura. Plano Nacional de Educação -PNE. Proposta do Executivo ao Congresso Nacional. Brasília: INEP, 1998.

BRASIL. Ministério da Educação e Cultura. Parâmetros Curriculares Nacionais. Brasília: Secretaria da Educação Fundamental. 1999.

BUENO, J.G.S. Crianças com necessidades educativas especiais, política educacional e a formação de professores: generalistas ou especialistas? Revista Brasileira de Educação Especial, n.3, p. 12, 1999.

BUFFA, M.J.M.B. A inclusão da criança deficiente auditiva no ensino regular: uma visão do professor de classe comum. 2002. Dissertação (Mestrado em Ciências). Hospital de Reabilitação de Anomalias Craniofaciais, Universidade de São Paulo. Bauru.

GLAT, R. A integração de portadores de deficiência: uma reflexão. 2.ª ed. Rio de Janeiro: Sette letras. (Questões atuais em educação especial, v. 1). 1998.

GLAT, R.; NOGUEIRA, M.L.L. Políticas Educacionais e a formação de professores para a educação inclusiva no Brasil. Integração. Ano 14,   n. 24, p. 22-28. 2002.

MAZOTTA, M.J.S. Educação especial no Brasil. Historia e Política Públicas. São Paulo: Cortez. 1996.

PEDROSO, C.C.A. Com a palavra o surdo: aspectos do seu processo de escolarização. Dissertação (Mestrado em Educação Especial). 2001. Programa de Pós Graduação em Educação Especial, Universidade Federal de São Carlos, São Carlos.

PRIETO, R.G. Formação de professores para o atendimento de alunos com necessidades educacionais especiais: diretrizes nacionais para a educação básica e a educação especial. In: Silva, S.; Vizim, M. (Org). Políticas públicas: educação, tecnologias e pessoas com deficiências. Campinas: Mercado das letras, 2003.

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