EDUCAÇÃO À DISTÂNCIA NO CONTEXTO DA EDUCAÇÃO ESPECIAL INCLUSIVA: NARRATIVAS DE ALUNOS SURDOS

Abstract

Special education, from the perspective of inclusive education, faces many challenges, especially regarding the insertion and permanence of people with disabilities in educational spaces. Even with legal provisions narrating about guidelines for these subjects to be in educational spaces, there are obstacles preventing the schooling process from happening efficiently. With the advancement of technologies, new forms of education emerge, including Distance Education (EaD), which for many means an opportunity for professional construction, with agility and flexibility of time and space, and this aspect is discussed in this work, from the perspective of deaf students who performed academic activities in virtual environments. The work describes possible difficulties and experiences of deaf students in EaD, adding discussions about the possibilities of this modality for the teaching and learning process of the deaf subject. The study was structured from bibliographical and field research, based on the assumptions of Mazzzotta (2001), Skliar (2016), Chahini (2016), Lopes (2017), among others. The results show that the platforms of distance courses are easy to handle and understand; it was also noted that the deaf in the research did not find difficulties in this type of teaching, and most of them highlighted that communication through writing brought them closer to other hearing students, favoring the feeling of inclusion through virtual environments. However, the absence of a space in Libras was an issue highlighted, but that underlies the attention that tutors and teachers offer to deaf students.