Práticas educativas para a educação de surdos em uma escola de assentamento

Abstract

This dissertation investigated the educational practices aimed at Deaf Education in a settlement school of the Landless Workers’ Movement (Movimento dos Trabalhadores Rurais Sem Terra – MST), located in the municipality of Conceição da Barra, in the state of Espírito Santo, Brazil. The objective was to examine the educational practices, challenges, and possibilities present in the education of deaf students in a settlement school of the MST, specifically the Paulo Vinhas Settlement, located in Itaúnas, within the territory of Conceição da Barra – ES. This qualitative study was conducted through an action research methodology, integrating knowledge from both Rural Education and Deaf Education from a bilingual perspective. In the years 2023 and 2024, I worked as a teacher in Specialized Educational Support (AEE) and as a specialized educator in Special Education in Libras (Brazilian Sign Language), holding the position of Libras instructor with higher education training. My work took place in the settlement school that served as the locus of this research, where I engaged directly with a deaf adolescent student. This experience enabled me to carry out pedagogical interventions, individualized support, and formative actions within the investigative process. The actions developed included continuing education sessions, dialogue circles with teachers, pedagogical interventions, and the production of accessible materials, fostering collective reflection on the pedagogical practices adopted. The analysis was grounded in the theoretical frameworks of Lev Vygotsky and Paulo Freire, emphasizing the importance of language, cultural mediation, and pedagogical praxis as tools for social transformation. The results show significant advances, such as the increasing use and appreciation of Libras in the school’s daily life, the growing awareness and professional development of educators regarding Deaf culture, and the strengthening of the relationship between school, student, and community. The formative processes led to concrete changes in teaching practices and expanded the deaf student’s participation in school activities. However, the study also revealed structural and pedagogical limitations, such as the scarcity of specific didactic materials, the discontinuity of bilingual support, and persistent physical and symbolic barriers to access in rural schools. In this context, the dissertation underscores the urgent need for public policies that ensure equitable and quality deaf education in rural territories, particularly regarding the effective presence of qualified professionals and respect for the cultural and linguistic identities of deaf individuals. It is concluded that, although the ideal of fully implemented bilingual education for deaf students has not yet been achieved, the actions undertaken promoted significant transformations in the pedagogical practices of the investigated school and contributed to the empowerment of the deaf student in the educational setting. This research is expected to support future studies, strengthen teacher training in rural contexts, and advance educational policies committed to valuing diversity, promoting respect, and guaranteeing the rights of deaf people in all spaces, including in the countryside