INCLUSION WITHOUT COMMUNICATION: THE LIMITS OF PEDAGOGICAL PRACTICE WITH NON-LITERATE DEAF STUDENTS

Abstract

This article discusses the limitations of pedagogical practice regarding the inclusion of non-literate students in mainstream schools, particularly when the student is the only deaf individual in the institution. The study examines issues such as communication difficulties, the absence of Libras (Brazilian Sign Language) as a first language, the lack of specialized professionals, and the challenges teachers face in the teaching-learning process. It draws upon the work of authors such as Skliar, Quadros, Mantoan, and Lodi, as well as Brazilian legislation concerning inclusive education and bilingual education for the deaf. The methodology employed was a qualitative bibliographic review based on books, scientific articles, and legal documents. The results demonstrate that merely enrolling a student in a mainstream school does not guarantee effective inclusion, especially in the absence of linguistic accessibility and appropriate methodologies. It was observed that many students remain excluded from pedagogical and social interactions, which compromises their cognitive and emotional development. The study concludes that school inclusion requires consistent public policies, continuous teacher training, the presence of interpreters, and the valuing of Libras as a central element of learning. In this way, schools can foster an education that is truly inclusive, democratic, and humanized.